Uses of Language Test

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Uses of Language Tests


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Two Major Uses of Language

Tests 1. education: as sources of information for

making decisions within the context of

educational programs.

2. research: as indicators of abilities or

attributes that are of interest in research on

language, language acquisition, languageteaching.


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Education: Assumptions The use of tests as a source of evaluation

information requires 3 assumptions.

1. Information regarding educational outcomes is

essential to effective formal education:accountability and feedback are essentialmechanisms for the continued effectiveness of anyeducational program.

2. It is possible to improve learning and teachingthrough appropriate changes in the program.

3. The educational outcomes of the given programare measurable.


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Education: Considerations

The amount and type of testing: depends on

the decisions to be made and the type of

information for the correct decisions.

The quality of the information: reliable and

valid, cost effectiveness


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Types of Decisions

Selection: tests and other measurement devices

may be used to help decide who will be accepted

or rejected by an institution. Placement: tests are used to identify a particular

performance level of the student and to place him

or her at an appropriate level of instruction. The

test content may be based on either a theory oflanguage proficiency or on the learning objectives

of the syllabus to be taken.


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Types of Decisions

Diagnosis: to determine a person's strengths

and weaknesses in order to improve

performance. Diagnosis test is either theoryor syllabus based.


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Types of Decisions

Progress and grading: provide information about

the effectiveness of programs of instruction.

The aptitude test :the aptitude test is conceived asa prognostic measure that indicates whether a

student is likely to learn a second language readily.

It is generally given before the student begins

language study, and may be used to select studentsfor a language course or to place students in

sections appropriate to their ability.


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Types of Tests

Objective vs Subjective Tests

Direct vs Indirect Tests

Discrete-Point vs. Integrative Tests


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Objective vs Subjective Tests Usually these types of tests are distinguished on the basis

of the manner in which they are scored. An objective test is

said to be one that may be scored by comparing examinee

responses with an established set of acceptable responses

or scoring key. A common example would be a multiple-choice recognition test. Conversely a subjective test is said

to require scoring by opinionated judgment, hopefully

based on insight and expertise, on the part of the scorer.

An example might be the scoring of free, writtencompositions for the presence of creativity in a situation

where no operational definitions of creativity are provided

and where there is only one rater.


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Direct vs Indirect Tests

It has been said that certain tests, such asratings of language use in real and

uncontrived communication situations, aretesting language performance directly;whereas other tests, such as multiple-choicerecognition tests, are obliquely or indirectly

tapping true language performance andtherefore are less valid for measuringlanguage proficiency.


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Discrete-Point vs. Integrative Tests

Discrete-point tests, as a variety of diagnostic tests, aredesigned to measure knowledge or performance in veryrestricted areas of the target language. Thus a test of abilityto use correctly the perfect tenses of English verbs or to

supply correct prepositions in a cloze passage may betermed a discrete-point test. Integrative tests, on the otherhand, are said to tap a greater variety of language abilitiesconcurrently and therefore may have less diagnostic andremedial-guidance value and greater value in measuring

overall language proficiency. Examples of integrative testsare random cloze, dictation, oral interviews, and oralimitation tasks.


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Illustrative Example

Problems

1.appropriateness of the program:

too advanced or too elementary

2.no feedback about the learning


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Solve the second problem

Create a new problem: Where can failures

go?

Fig. 3.3

Solve the first problem

The problem for failures still exits.

Fig. 3.4

Ideal model


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Solve the first problem

The problem for failures still

exits.


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Ideal model


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Research Uses of Language Test Language proficiency

Identify and verify various components of languageproficiency: sensitivity to cohesive relationships, discourse

organization, and differences in register.

Language processing

Identify processing errors, elicit information about languageprocessing.

Language acquisition

Research on the nature of language acquisition: indicators or

variables of different components of communicative languageability.

Language attrition

Language teaching


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Features for Types of Language Test

Language tests can be classified

according to five distinctivefeatures:

Purpose & use

Content

Frame of reference

Scoring

Procedure technique


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Purpose & Use In research, tests are used to provide

information.

In educational settings, tests are

classified according to the type of

decision to be made:

Admission decision: selection, entrance,

readiness

Identification of instructive levels:placement, diagnostic

Objectives of the program: progress, achievement,attainment, mastery


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Content The content of language tests are either theory based

or syllabus based.


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Frame of Reference

The result of language tests can be

interpreted in two different ways,

depending on the frame of reference.

Norm-referenced test: test scoresare interpreted in relation to the

performance of a particular group

of individuals. Criterion-referenced test: with respect to a

specific level of domain of ability.


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Norm-referenced Test

Frequently used norms: mean x-, standard

deviation s

Standardized test: based on a fixed or

standard content, standard proceduresfor administering and scoring the test,

and has been thoroughly tried out.

NR tests are designed and developed to maximize

distinctions among individual test takers. Items ofsuch tests are selected according to how well they

discriminate individuals.


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Norm-referenced Test


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Criterion-referenced Test

The necessary condition: the

specification of a level of ability

or domain of content. CR tests are designed to be representative of

specified levels of ability or domains of

content, and the items are selectedaccording to how adequately they represent

these ability levels.


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Scoring & Procedure Technique

Subjective vs. objective

Test method facets: multiple choice,

fill-in, cloze, dictation, oral

interview, essay

Uses of Language Test

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