KINDS OF TESTS AND
TESTING
PAOLA ENRÍQUEZ D.
2.10.13
OUTLINE
• Tests according to the information they provide
• Proficienccy tests
• Achievement tests
• Diagnostic tests
• Pl...
PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objecti...
PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objecti...
PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objecti...
PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objecti...
PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objecti...
PROFICIENCY TESTS
Not based
on courses
that
candidates
may have
taken
previously
ACHIEVEMENT TESTS
• Related to language courses
Final achievement tests
Successful
in achieving
objectives
Progress achiev...
FINAL ACHIEVEMENT TESTS
• At the end of the course of study
• Content related to the course
FINAL ACHIEVEMENT TESTS
• At the end of the course of study
?
• Content related to the course
Syllabus-content approach...
PROGRESS ACHIEVEMENT TESTS
• Formative assessment
• Measure the Ss’ progress
Objectives
Short-term
• ‘Pop quizzes’
DIAGNOSTIC TESTS
• Identify learners’ strengths and weaknesses
• What learning still needs to take place?
PROFICIENCY
TES...
PLACEMENT TESTS
• Place Ss at a stage (level) -> abilities
• No placement test will work for every
institution
• Tailor-m...
DIRECT VS INDIRECT TESTING
Direct
• The candidate
performs exactly the
skill being measured
Indirect
• Measure the abi...
DIRECT VS INDIRECT TESTING
Direct
Indirect
• Clear about the abilities to
assess
• Easier to construct
• Test a sample...
DIRECT VS INDIRECT TESTING
Direct
Indirect
•Clear about the
abilities to assess
•Easier to construct
•Results are more
...
DISCRETE POINT VS INTEGRATIVE TESTING
Discrete
Point
Integrative
• Testing one element
at a time – item by
item
• Comb...
DISCRETE POINT VS INTEGRATIVE TESTING
Discrete
Point
Integrative
•e.g.
•e.g.
NORM-REFERENCED VS CRITERIONREFERENCED TESTING
NORMREFERENCED
• Relates Ss’ performance to that
of other Ss
• Does not t...
NORM-REFERENCED VS CRITERIONREFERENCED
NORMREFERENCED
CRITERIONREFERENCED
• e.g. The S is in the top 10% of
Ss who took...
OBJECTIVE VS SUBJECTIVE TESTING
• Methods of scoring
OBJECTIVE
• No judgement required for scoring
• Greater reliability...
COMPUTER ADAPTIVE TESTING
ITEM OF AVERAGE DIFFICULTY
MORE DIFFICULT ITEM
MORE DIFFICULT
EASIER
EASIER ITEM
MORE DIFFI...
COMMUNICATIVE LANGUAGE TESTING
• Ability to take part in acts of communication
http://www.youtube.com/watch?v=DeFjGWp_8v...
REFERENCE
• Hughes, Arthur. Testing for Language Teachers. New
York: Cambridge UP, 2003.
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Kinds of tests and testing

Testing
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Kinds of tests and testing

  • 1. KINDS OF TESTS AND TESTING PAOLA ENRÍQUEZ D. 2.10.13
  • 2. OUTLINE • Tests according to the information they provide • Proficienccy tests • Achievement tests • Diagnostic tests • Placement tests • Direct VS. Indirect testing • Discrete point VS. Integrative testing • Norm-referenced VS. Criterion-referenced testing • Objective VS. Subjective testing • Computer adaptive testing • Communicative language testing
  • 3. PROFICIENCY TESTS • Measure -> people’s ability in language • Regardless of any training • Not based on content or objectives of lang. courses • Based on -> specification of what to be able to do ? PROFICIENT
  • 4. PROFICIENCY TESTS • Measure -> people’s ability in language • Regardless of any training • Not based on content or objectives of lang. courses • Based on -> specification of what to be able to do • Having sufficient command of the language for a particular purpose PROFICIENT
  • 5. PROFICIENCY TESTS • Measure -> people’s ability in language • Regardless of any training • Not based on content or objectives of lang. courses • Based on -> specification of what to be able to do • E.g. whether someone can function successfully as a UN translator. PROFICIENT
  • 6. PROFICIENCY TESTS • Measure -> people’s ability in language • Regardless of any training • Not based on content or objectives of lang. courses • Based on -> specification of what to be able to do • Standard with respect to a set of abilities • No particular purpose for the language General PROFICIENT
  • 7. PROFICIENCY TESTS • Measure -> people’s ability in language • Regardless of any training • Not based on content or objectives of lang. courses • Based on -> specification of what to be able to do • E.g. TOEFL, FCE, etc. General PROFICIENT
  • 8. PROFICIENCY TESTS Not based on courses that candidates may have taken previously
  • 9. ACHIEVEMENT TESTS • Related to language courses Final achievement tests Successful in achieving objectives Progress achievement tests
  • 10. FINAL ACHIEVEMENT TESTS • At the end of the course of study • Content related to the course
  • 11. FINAL ACHIEVEMENT TESTS • At the end of the course of study ? • Content related to the course Syllabus-content approach What if the syllabus was badly designed? Base it on the objectives • Compels course designers to be explicit about objectives • Performance on the test -> how far objectives have been achieved
  • 12. PROGRESS ACHIEVEMENT TESTS • Formative assessment • Measure the Ss’ progress Objectives Short-term • ‘Pop quizzes’
  • 13. DIAGNOSTIC TESTS • Identify learners’ strengths and weaknesses • What learning still needs to take place? PROFICIENCY TESTS • Few tests for purely diagnostic purposes
  • 14. PLACEMENT TESTS • Place Ss at a stage (level) -> abilities • No placement test will work for every institution • Tailor-made -> constructed for particular situations
  • 15. DIRECT VS INDIRECT TESTING Direct • The candidate performs exactly the skill being measured Indirect • Measure the abilities that underlie the skills
  • 16. DIRECT VS INDIRECT TESTING Direct Indirect • Clear about the abilities to assess • Easier to construct • Test a sample of a finite number of abilities which underlie an indefinite number of manifestations of them
  • 17. DIRECT VS INDIRECT TESTING Direct Indirect •Clear about the abilities to assess •Easier to construct •Results are more generalisable
  • 18. DISCRETE POINT VS INTEGRATIVE TESTING Discrete Point Integrative • Testing one element at a time – item by item • Combination of many elements in the completion of a task
  • 19. DISCRETE POINT VS INTEGRATIVE TESTING Discrete Point Integrative •e.g. •e.g.
  • 20. NORM-REFERENCED VS CRITERIONREFERENCED TESTING NORMREFERENCED • Relates Ss’ performance to that of other Ss • Does not tell what the Ss are able to do CRITERIONREFERENCED • Shows what the Ss can actually do • Does not compare to other Ss’ performance
  • 21. NORM-REFERENCED VS CRITERIONREFERENCED NORMREFERENCED CRITERIONREFERENCED • e.g. The S is in the top 10% of Ss who took the test. • e.g. The S is able to greet, to exchange information on personal background, home, school life and interests
  • 22. OBJECTIVE VS SUBJECTIVE TESTING • Methods of scoring OBJECTIVE • No judgement required for scoring • Greater reliability • Easier to agree when more than one scorer • Judgement called for scoring SUBJECTIVE
  • 23. COMPUTER ADAPTIVE TESTING ITEM OF AVERAGE DIFFICULTY MORE DIFFICULT ITEM MORE DIFFICULT EASIER EASIER ITEM MORE DIFFICULT EASIER
  • 24. COMMUNICATIVE LANGUAGE TESTING • Ability to take part in acts of communication http://www.youtube.com/watch?v=DeFjGWp_8v0
  • 25. REFERENCE • Hughes, Arthur. Testing for Language Teachers. New York: Cambridge UP, 2003.