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W1 Introduction To Basic Concepts in Language Testing and Assessment

Introduction to Basic Concepts in Language Testing and Assessment

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Luis Salenga
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24 views4 pages

W1 Introduction To Basic Concepts in Language Testing and Assessment

Introduction to Basic Concepts in Language Testing and Assessment

Uploaded by

Luis Salenga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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English Language Testing and Assessment

1
Introduction to Language Testing and Assessment

Module 1: Introduction to Language Testing


and Assessment

Course Learning Outcomes:


At the end of this module, the student will be able to:
1. identify the reason for language testing;
2. explain the functions of language testing; and
3. determine the different approaches in language testing;

Why Test?
Tests are constructed as tool to reinforce learning and to motivate the student. It is
primarily a means to assess the student’s performance. However, it must be emphasized
that the evaluation of student’s performance for purposes of comparison or selection is not
the end of it all. In as much as classroom test is concerned, the purpose of evaluation
enables teachers to assess their effectiveness. This can be done by making necessary
adjustments to enable certain group of students or can be individuals in the class resulting
to increase benefit. In addition, a good test will help to locate the precise areas of difficulty
encountered either by class or individuals.
In language testing, the test enable teacher to ascertain which parts of the language
program have been found difficult. More so, it can be noted that a well-constructed
language test will provide an opportunity for students to show their ability in order to
perform certain tasks in the language. Consideration must be made on the time that details
of test were given. It is ideal that the results of test be given as soon as possible or after the
test, which in effect can enable the students to learn about their weaknesses. In this regard,
test is imperative and a highly valuable tool in learning.

1. Essential Key terms Clarifications

Clearly, there are varied type of tests. The way each one of this test is linked in
language classroom can influence the teaching and learning process. Let us define key
terms that will be used throughout this module in language testing and assessment.
Firstly, language testing, which refers to the precise measuring of varied aspects of
the learner’s abilities. Often times, when we think of tests, we tend to think of standardized
tests which makes ranking and comparing learners’ performance easier.
On the other hand, language assessment, is the practice of evaluating the extent to
which learning and teaching have been successful. It focuses on what learners can do with
the language given their weaknesses and their strengths. However, this form of evaluation
involves forms that are not limited to pen and paper tests. This takes the forms of
Course Module
portfolios, compilation of reflection papers or essays and reports. Assessment is very
helpful for teachers as it provides self-evaluation of their instructional planning and
decisions.

2. Approaches to Language Testing


There are four main approaches relative to language testing. Heaton, classified these
approaches as follows:
a. the essay-translation approach
b. the structuralist approach
c. integrative approach
d. communicative approach
It must be emphasized that none of these approaches are exclusive. A useful test will
include features of several of these approaches.

2.1 The essay-translation approach

This approach is otherwise regarded as the pre-scientific stage of language


testing . There is no known special skill or expertise required in this approach.
Instead, the approach depends largely on the subjective judgement of the teacher.
Normally, type of tests consist of essay writing, translation, and grammatical
analysis.

2.2 The structuralist approach

The structuralist approach is chiefly concerned with the systematic acquisition


of a set of habits in language learning. It draws on the identification of the
student’s mastery of the different elements in language learning such as
phonology, vocabulary and grammar. This mastery is tested using words and
sentences completely separated from any context. For example, an attempt to test
the learner’s ability to write by separating a composition test from reading. That
is to say by separating it and making wholly independent of the ability to read
such long and complicated instructions.

2.3 The integrative approach


The integrative approach are often designed to assess the learner’s ability to use
two or more skills simultaneously. Such approach are best characterised by the
use of dictation and cloze testing. Oral interviews, translation and essay writing
also characterized an integrative approach.
The “cloze” testing is following the principle of Gestalt theory of “closure”
meaning closing gaps in patterns subconciously. The cloze test is said to measure
the ability of the readers to decode messages that is interrupted by making
substitutions form from all contextual clues available. This is done by removing
every nth word in a text and the students have to complete each gap by using the
most appropriate word. Furthermore, the text to be used in this approach must
be long enough in order to allow ideal number of deletions from 40 to 50 blanks.
English Language Testing and Assessment
3
Introduction to Language Testing and Assessment

It is futher emphasised that the more blanks found in the clozed test, then the
more reliable the cloze test can be. Research studies have indicated that
performance on cloze tests highly correlates with the general linguistic ability of
the learners. To put simply, cloze testing can be a good indicator of language
ability that includes appropriate use of language in a particular context.

Another type of test in integrative approach is the dictation type. Integated skills
involve in this type of test includes auditory discrimination, auditoy memory
span, spelling, recognition of sound and familiarity with the grammatical and
lexical patterns of the language.

In administerig dictation test, it is hereby advisable that the text be read in a


normal conversational speed. The teacher should begin to dictate either once or
twice of sufficent length than using a word by word dictation type. It is said that
the latter can be extremely harmful to the student and only hightened the
difficulty. The former, however, can further challenge the student’s short term
memory span. After the dictation, the whole passage is read once more. Again, it
is read at a slightly slower than normal speed.
2.4 The communicative approach

The communicative approach in language testing gives much emphasis on the


importance of the utterances. It is ideally concerned on the communicative effect
of the discourse rather than their form and structure. This is why communicative
approach is sometimes linked to integrative approach.
However, they differ primarily because communicative tests are concerned, with
how the language is used in communication. Success here is measured in terms of
the effectiveness of communication which takes place rather than the linguisitic
accuracy. Yet, it is argued that communcative competence can never be achieved
without a considerable mastery of the grammar of a language.

As what Heaton remarked and we have pointed out at the beginning of this
module, none of these are exclusive. Thus, a good test will frequently combine
features of the integrative, communicative, and structuralist approach depending
largely on the purpose of the test. As for instance, the primary purpose of the test
is general rather specific, at the same time, so little time to administer is available
then, a 50-item cloze test can be done.

In conclusion, language testing should always maintain what is ideals and goals,
constantly involving making compromises between what is ideal and what is
practiceable in a certain situation. This further leads us to our next area of
concern which deals with validity and later on reliability of test.

Course Module
References and Supplementary Materials
Books and Journals
1. Heaton, J.B.; new ed.; Writing english language test; Uk; Longman; PDF. Retrieved on
December 06, 2019.
ademia.edu/38965535/_J._B._Heaton_Writing_English_Language_Tests_Lon_b-ok.cc_

2. Tsagari, et. al, D;(n.d.); Handbook of assessment for language teachers; PDF.
http://taleproject.eu/pluginfile.php/2129/mod_page/content/12/TALE%20Handbo
ok%20-%20colour.pdf; Retrieved on December 27, 2019

Online Supplementary Reading Materials


1. Assessment vs. Testing; https://www.onlineassessmenttool.com/knowledge-
center/assessment-knowledge-center/assessment-vs-testing/item10641; December
31,2019.

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