ENGLISH LANGUAGE TESTING (PART I)

1 INTRODUCTION TO LANGUAGE TESTING

1.1. Introduction

Test may be constructed primarily as devices to reinforce and to motivate the student or primarily as a means of assessing the students. Both testing and teaching are so closely interrelated that is virtually impossible to work in either field without being constantly concerned with the other.

First, we have to define evaluation. The followings are some definitions of evaluation, namely:

• Evaluation is an activity of the systematic gathering of information to be used in making educational decisions.

(uses both qualitative, quantitative method and value judgment)

• Evaluation is an activity involves gathering information on pattern of language use, language ability, and attitudes toward language.
• Evaluation related to decision to be made about individuals in the program.
• Evaluation involves the study of curriculum objectives, materials, and test or grading system.
• Evaluation involves decision about entrance to programs, placement, progress, and achievement.

In addition to, there are kinds of evaluation:

1. Formative Evaluation

2. summative Evaluation

1.2. What is a test?

1. Test is any procedure for measuring ability, knowledge or performance.
2. Test is one method for collecting information. Further, a test is, first of all, about something. That is, it is about intelligence, or European history, or second language proficiency. In educational terms, tests have subject matter or content. Second, a test is a task or set of tasks that elicits observable behavior from the test taker. The test may consist of only one task, such as writing a composition, or a set of tasks, such as in a lengthy multiple-choice examination in which each question can be thought of as a separate task. Different test tasks represent different methods of eliciting performance so that, taken together, tests are not a single method of collecting information. Third, tests yield scores that represent attributes or characteristics of individuals. Thus, tests are a form of measurement.
3. Test Items

Test item is a question or element in a test which requires an answer or response.

Several different types of test item are commonly used in language test, including:

a. Alternatives response item

Chosen from two alternatives (True/False, Yes/No, or A/B)

b. Fixed response item

Chosen from among several alternatives (multiple choice)

c. Free response item (open-ended response)

Free to answer or without having to choose from among alternatives providers.

d. Structured response item

Some control or guidance is given for the answer, but the student must contribute something of their own, for example;

What is astrology?

Astrology is the ancient________of telling what will________in the future by studying the________of the stars and the planets.

4. The Purposes of test
• To determine the readiness for instructional program (general proficiency) using screening test for purposes of decision making.
• To classify or place individuals I appropriate language classes .
• To diagnose the individuals specific strengths and weaknesses (general proficiency)

To plot a performance profile of an individuals on the basis of the relative strengths and weaknesses in the the areas tested.

· To measure aptitude (talent) for learning

To asses the individuals potential for future performance in the language course for instance.

· To measure the extent of student achievement of the instructional goals.

To indicate group or individual progress toward instructional objectives or a study program.

· To evaluate the effectiveness of instructions

To asses the degree of success of an instructional it self not of individuals.

5. Testing The Language Skills

a. Listening (auditory) comprehension

In which short utterances, dialogue, talk, and lectures are given to the testes.

b. Speaking Ability

Interview, picture, description, role-play, and problem solving.

c. Reading Comprehension

In Which questions are set the student's ability to understand the gist of the text and to extract key information on specific points in the text.

d. Writing ability

Letters, reports, memos, messages, instructions, and account of past events, etc.

6. Testing Language Area

a. Test of grammar and usage

This test measures student's ability to recognize appropriate grammatical forms and to manipulate structure.

The term multiple choice is used because the students are required to select the correct answer from a choice of several answer.

b. Test of vocabulary

This test measures student's knowledge of the meaning of certain word as well as the patterns and collocation which they occur.

c. Test of phonology

Test item designed to test phonology, might attempt to asses the following sub skills:

ý Ability to recognize and use the stress pattern of language

ý Ability to recognize and pronounce the significant sound.

ý To hear and produce the melody or patterns of the tunes

7. Assessment

The measurement of the ability of a person or the quality or success of a teaching course, etc.

Assessment may be by test, interview, questionnaires, observation, etc

2 CRITERIA AND TYPES OF TEST

2.1. Validity

The general term for how well a test works is "validity". Whereas the process of establishing the general validity of a test procedure is called validation. In addition to, validity is the degree to which a test measure what it is supposed to measure or can be used successfully for the purpose for which it is intended.

1. Face Validity

· Is a superficial inspection of a test

· Is the degree to which a test appears to measure the knowledge or abilities it claims to measure, based on the subjective judgment of an observer..

2. Content Validity

· A form of validity which is based on the degree to which a test adequately and sufficiently measure the particular skills or behaviors it sets out to measure.

· Depends on the analysis of the language tested and course objectives.

3. Construct Validity

· A form of validity which is based on the degree to which the items in a test reflect the essential aspects of the theory on which the test is based.

· Is obtained by giving comparison to other criteria.

4. Empirical Validity

· Concerns with characteristics viewed from theory of language behavior.

· It is obtained as a result of comparing the result of the test with the result of same criterion measure such as, an existing test, the teacher's ratings, the subsequent performance of the testes.

2.2. Reliability

It is a measure of the degree to which a test gives consistent result. A test is said to be reliable if it gives the same result when it is given on different occasion or when it is used by different people. By reliability is meant the stability of test scores. A test can not measure anything well unless it measures consistently.

The methods of reliability:

1. Test-retest reliability

An estimate of reliability of a test determined by the extent to which a test give the same results if it is administered at two different.

2. Split-half reliability

(In testing and statistic) an estimate of reliability based of a test (e.g. between the odd and even scores or between the first and second half of the items of the text.

2.3. Practicality

It concerns with time, budget and energy to be spent. And it is kept in mind a number of very practical considerations, namely;

• Economy (money)
• Ease of administration and scoring
• Ease of interpretation

In practicality of the test, there are several points need to notice;

a. Backwash effect : the effect of a test on teaching and learning.

b. Problem of sampling : the selection of adequate and representative areas of materials for a test.

c. Trap : It is not allowed in constructing a test.

d. Discrimination : It is capability of distinguishing individuals in a group.

e. Administration : Concern with time length, stationary used, direction, etc.

2.4. Types of test

1. Achievement Test

Achievement tests are tests designed to establish how successful individual students, group of students, or the courses themselves have been in achieving objectives.

There are two kinds;

• Progress achievement test 9formative test)
• Final achievement (summative test)
1. Proficiency Test

Proficiency tests are designed to measure people's ability in a language regardless of any training they may have had in that language.

3. Diagnostic Test

Diagnostic test used to identify students strength and weaknesses. They are intended to ascertain what further teaching is necessary.

4. Placement Test

Placement tests are intended to provide information which will help to place students at the stage of the teaching program most appropriate to their ability.

5. Aptitude Test

A language aptitude test is designed to measure the student's probable performance in a foreign language which he or she has not started to learn. It is consisting of such factors as intelligence, age, motivation, memory, phonological, sensitivity and grammatical pattern sensitivity.

3 TESTING VOCABULARY

3.1. Selections of The Test Words

1. Interactive level will concentrate on the words needed in speaking or in comprehending the oral language.
2. Advanced level will deal mostly with the lexicon of written English.

3.2. The Testing of Idioms

The particular importance are the "two-word verb or verb-adverb combination in which the English language about idiomatic construction."

Item types;

1. Definition (Multiple choice)

A test word followed by several possible definitions or synonyms.

Hap

a. a brief sleep c. a sharp rock

b. a happy song d. a short meeting

2. Completion (Multiple choice)

The old woman was to__________to push open the heavy door.

a. feeble c. deaf

b. sincere d. harsh

3. Paraphrase

Combining elements of two of the discussed devices. It is to underline a word in context and period several possible meaning.

John was astounded to hear her answer.

a. greatly amused c. greatly surprised

b. greatly relieved d. greatly angered

4. Paraphrase (supply type)

Examinees are asked to rewrite the sentence, substituting other words for the underlined portion.

The advantages of this item;

1) Relatively easy to construct

2) Students are instructed to give precise paraphrase

3) Can measure understanding of lexical items

The disadvantages;

1) It goes rather slowly

2) Students should not be expected to average more than one per minute.

3) It is a time consuming type to score.

5. Pictures

It is usually to test the children who have not yet reached the reading stage.

Two types of picture item;

1) The examine pronounces the name of an object and ask the child to indicate by pointing or making a pencil mark, which one of a set of pictures show the object named.

2) The child is shown a picture of an object and is asked to name it.

3.3. Advice on Item Writing

1) The definition should be expressed in simple words readily comprehensible to all examinees.

2) All the alternatives should be on approximately the same level of difficulty.

3) All choices should be related to the same general area or kind of activity.

4) The choice in each item should be of approximately the same length or be paired by length,

5) Items should be kept free of extraneous spelling problems.

4 TESTING READING COMPREHENSION

4.1. Reading Comprehension

Reading are used to reinforce the oral learning. Reading are generally built around the grammatical structures and lexical items which the student will need to communicate orally and the content of the material is regarded as relatively un important.

a) Elementary level are used to reinforce both listening and speaking if focus on language element (sound, vocabulary, grammar)

b) Intermediate reading for its own sake (subject matter)

c) Advanced.

The abilities needed in reading a language include at least the following:

a) Language and graphic symbol

· Comprehending a large percentage of the lexical item occurring in no specialized writing.

· Understanding the syntactical patterns, morphological forms, characteristics of the written language and stretches of language.

· Responding correctly to the graphic symbols of writing 9punctuation capitalization)

b) Ideas

· Identifying the writers purposes and central idea.

· Understanding the subordinate ideas which support the thesis.

· Drawing correct conclusion and valid inferences.

c) Tone and Style

· Recognizing the author's attitude toward the subject and the reader.

· Identifying the methods and stylistic devices by which the author conveys his ideas.

4.2. General Form of The Reading Test

Such as test consist of a number of short passage of varying styles and content, each followed by a series of multiple choice comprehensions items. The test writer is able to test the examinee's understanding not only of the surface meaning of a passage but also of the author's purpose attitude and method in fact.

4.3. Selection of The Test Passage

1) Length

The test writer will generally wish to include samples of various kind of materials, the individual test passages should be kept briefly.

2) Subject Matter

The specific purpose of the test will naturally dictate the subject matter of the passage selected. The test writer may draw upon such works as biographies, prose, function, encyclopedia entries and non technical articles on the natural and social sciences.

In general screening test for foreign applicants to American Universities, for instance, the selection should reflect the various kind of reading materials assigned in basic university courses.

3) Style and Treatment of Subject

· Deal chronologically with a series of events

· Compare (contrast two or more people, object or events)

· Present an authors individualistic opinion on a familiar object.

4) Language

The test writer must always set realistic tasks for his tests population, which consists of learners of a second or foreign language.

1.1. Initial Stages of Reading: Matching Test

· Word matching:

Now bow/not/how/now/mow

Ever never/over/ever/even/fewer

· Sentence matching:

1. Tom is not going to your school.

A. Tom is not going to your pool

B. Tom is not going to your school.

C. Tom is going to your school.

D. Tom is not coming to your school.

1.2. True/False Reading Test

Put a circle around the letter T if it is True or F if it is not.

1. The sun rises in the west T F

2. Fish can't fly, but bird can. T F

1.3. Multiple-choice

1. John is not as tall as Sally but he is a little taller than Rick.

A. Sally is taller than John and Rick

B. John is not as tall as Rick

C. Sally is taller than John but not as tall as Rick

D. Rick is taller than John and Sally

1.4. Completion Item

Put a, the or some in each blank only where necessary.

Can you see......sun shining through the clouds?

I saw your uncle ......day before yesterday.

What have you been doing since I saw you.......last summer?

4.4. Advice on Item Writing

1) The vocabulary and syntax of the items should establish.

2) The stem or lead of the items should establish

The problem that is, make clear what kind of information is being asked for.

3) Selection of the correct answer should involve interpretation of the passage

All items should require a careful reading of the paragraph.