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Introduction To Language Testing

Testing plays an important role in language teaching and learning. It helps teachers evaluate student competency and the effectiveness of instruction. There are different types of participants in language testing - the tester who designs and administers tests, the test taker, and the test user who interprets results. Both formative and summative assessments are used to provide feedback to students and evaluate their progress. Alternative forms of assessment such as portfolios and projects have also become more common. The goal of testing is to improve learning outcomes for students while also benefiting educational institutions, employers and other stakeholders.

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186 views29 pages

Introduction To Language Testing

Testing plays an important role in language teaching and learning. It helps teachers evaluate student competency and the effectiveness of instruction. There are different types of participants in language testing - the tester who designs and administers tests, the test taker, and the test user who interprets results. Both formative and summative assessments are used to provide feedback to students and evaluate their progress. Alternative forms of assessment such as portfolios and projects have also become more common. The goal of testing is to improve learning outcomes for students while also benefiting educational institutions, employers and other stakeholders.

Uploaded by

Nur Laela
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Introduction to

Language Testing
1. Objectives of this course
After you have completed the study of this course you will be:
familiar with the background of language testing
aware of the fact that testing is an important part of every
teaching
and learning experience
aware that both experienced and inexperienced teachers of
English as a Foreign Language (EFL) need to improve their skills in
constructing and administering classroom tests
able to understand how testing helps students create positive
attitudes towards your class and able to identify the main issues of
language testing
able to define and differentiate the terms of test, measurement,
assessment and evaluation
recognize that assessment, measurement, evaluation and
testing are essential to sound educational decision making
recognize the ways assessment, measurement and evaluation
can
assist in instruction, guidance, administrative and research
decisions.
As a teacher, why does he/she
need to test the students?
What is expected to emerge
from a teaching and learning
process?
What is an important indicator
of student success in learning?
2. Introduction ...
A successful learning process
can be seen from the extent of all
students are able to master the
competencies to be achieved.
A competence is the main
indicator that is expected to
emerge from each of the
language learning process.
Competences: the realm of
cognitive, affective, and
What competencies are expected to
emerge from a process of English
Language learning?

Communication competence vs.


linguistic competence: What are their
differences?

Problem: how to measure the success of


English learning process?
Test, measurement,
assessment, and
evaluation

Are they the same?


Test: a set of questions that have
the attributes of right and wrong
Measurements: a systematic
procedure for determining the
number at an object or phenomenon
Assessment: the interpretation of
measurement results
Evaluation: a systematic action to
determine the level of success of a
program (learning outcomes and
also policy)
Illustration ...
Mrs. Dina, an English teacher, wants to know if her students have
mastered a basic competence of English subject. Therefore, Mrs.
Dina gave a multiple-choice test consisting of 50 items to the
students. (This means Mrs. Dina has already used a TEST). Mrs.
Dina, then, checked the answers given by the students according
to the key answers and calculated the raw scores by using a
particular formula. Apparently, the raw scores obtained by the
students varied, i.e. 25, 36, 44, 47 and so on. (At this point, Mrs.
Dina has done MEASUREMENT). To obtain the value and
meaning of each score, Mrs. Dina converted the raw scores into
the standard scores by following a particular approach. The
results of score conversion are as follows: 25 = 5 (it means the
students do not master the materials well); score of 36 = 6 (it
means the students are capable enough); score of 44 = 8 (it
means the students master the materials well) and score 47 = 9
(it means the students have very good mastery on the materials).
This intepretation of the scores are called as ASSESSMENT. If
Mrs. Dina assessed all components of learning, then, it is called
as EVALUATION.
Evaluatio
n
Assessm
ent
Quantita Qualitati
tive ve
Measurem Non-
measuremen
ent
t

Test Non-test

Objecti Observat Intervi


Essay ion
ve ew

The linkage of evalution,


THT assessment,
measurement, and test
An alternative to the traditional forms of
assessment has been proposed in recent
years. This has come to be termed as
alternative assessment, authentic
assessment, or informal assessment.
Authentic forms of assessment such as
portfolios, interviews, journal, project
work, and self-or peer assessment have
become increasingly common in the ESL
classroom.
Testing and Assessment;
How do they relate to each other?

Test
Is an instrument or procedure
designed to elicit performance from
learners with the purpose of
measuring their attainment of
specified criteria. It is almost always
identifiable time periods in
curriculum. The learners are usually
conscious that their responses are
being measured and evaluated. Test
is the mean to assess the student’s
Testing and Assessment:
How do they relate to each other?
Assessment encompasses a
much wider than tests.
Whenever a student
responds to a question,
offers a comment, or tries
out a new word or structure,
the teacher makes an
assessment of the students’
Testing and Assessment:
How do they relate to each other?

ASSESSMENT
Sommer (1989)
The process of finding out who the
students are, what their abilities
are, what they need to know, and
how they perceive the learning will
affect them. Assessment places the
needs of the students at the center
of the teacher’s planning.
The Difference with Traditional Assessment “(
Gracfa  Pearson, 1994,p.357)”

Alternative assessment is different from


that of traditional testing in that it actually
asks students to show what they can do.
The main goal of alternative assessment is
to “ gather evidence about how students
are approaching, processing and
completing real-life tasks in a particular
domain”.
INFORMAL v.s. FORMAL
ASSESSMENT
INFORMAL/FORMATIVE EVALUATION:
involved in all incidental, unplanned
evaluative coaching and feedback
on tasks designed to elicit
performance, but not for the
purpose of recording results and
making fixed judgments about a
student’s competence. It implies the
observation of the process of
learning
INFORMAL v.s. FORMAL
ASSESSMENT
FORMAL ASSESSMENT / SUMMATIVE
TEST: Exercises or experiences
specifically designed to tap into a
storehouse of skills and knowledge,
usually within a relatively short time
limit. They are systematic, planned
sampling techniques constructed to
give teacher and student an
appraisal of students achievement.
DEFINITION OF AUTHENTIC
ASSESSMENT

Garcia and Pearson (1994: 335)


“Efforts that do not adhere to the
traditional criteria of standardization,
efficiency, cost-effectiveness, objectivity,
and machine scorability”
Authentic Assessment is also called
Performance Assessment, Alternative
Assessment, Portfolio Assessment, Informal
Assessment, Situated Assessment, and
Assessment by Exhibition.
3. Setting Testing Paramaters
WHY does the evaluation need to administer?;

WHAT is to be evaluated?;

WHEN is it to be avaluated?,

WHO will evaluate?;

HOW will the evaluation be carried out? What


form will it take? Will it be a pen-and-paper
instrument or be conducted orally? Will it seek to
elicit qualitative or quantitative data, or both?
4. Participants in Testing

The participants in
language testing are the:
Tester
Test taker/the testee
Test user
a. Tester
The tester may be:
 A foreign language teacher who designs, administers, and
interprets tests given to his own learners
 A group of people responsible for developing tests
requirements
 A private or governmental testing agency (PALSO in
Greece;
ETS – the Educational Testing Service in New Jersey, USA;
CITO in Holland or BSNP in Indonesia.
Other organizations/ international meetings: the annual
Language Testing Research Colloquium, The Scientific
Commission on Language Tests and Testing of the
International Association of Applied Linguistics,
“Language Testing” – a professional and academic
journal
b. The test taker / the
testee
The Test Takers may be:
Students in schools and
universities
Applicants for positions that
require foreign language abilities
People seeking certification of
language proficiency for their jobs
c. The test user
The test users are the individual or institution that make use
of
The interpretation of scores e.g. foreign language teachers
(to encourage and monitor learning, for personal feedback)
The Ministry of Education and culture uses tests to ensure
that the National Curriculum is followed and to assess the
standards achieved in school work
Foreign universities (American or British) use language
tests (TOEFL or Cambridge Examination) to assess the
proficiency and predict if applicants can attend successfully
a programme of instruction in English
Public and private institutions assess the linguistic
competence of those employees who need a foreign
language in their work
Foreign language teaching schools use tests for placement
at an appropriate level in their courses
5. The Beneficiaries of
Testing
Diagnostic and placement tests offer advantages of
improved efficiency for learner, teacher, and
educational system
Admission tests protect admitting institutions and
agencies that offer scholarships from too high a failure
rate
Certification tests offer advantages to the persons
who pass the test and the agencies that hire them.
They also offer protection to existing professionals
organized in professional organizations who control
access to certain professions
Testing agencies TOEFL, University of Cambridge,
Local Examination Syndicate, English as a Foreign
Language, UCLES; tests are major sources of income
for testing agencies
6. The overall impact of testing
on students’ motivation
Testing has an impact on
students’ self-esteem.
The students will be more
confident of success
Testing motivates the
students to learn
7. Tips in writing questions
8. How to cope with exam failure
Thank you ... !

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