TYPES OF LANGUAGE ASSESSMENT KINDS OF LANGUAGE TESTS
LANGUAGE ASSESSMENT PROFICIENCY TEST
-Is the process of gathering information about - Test measure a person ability to use language
person knowledge ,skills ,abilities in communicative way.
KIND OF ASSSESSMENT AND EVALUATION TOELF- THE TEST OS ENGLISH AS A FOREIGN
LANGUAGE
FORMATIVE ASSESMENT - Widely used English proficiency tests.
-used to monitor progress and identify areas - Paper-based/ Computer-based Formats
where student need .
IELTS- INTERNATIONAL ENGLISH LANGUAGE TESTING
SUMMATIVE ASSESMENT SYSTEM
- Used to measure achievement at the end of - Another English proficiency test
unit/ course. - Academic/general training modules
DIAGNOSTICS ASSESSMENT DUOLINGO ENGLISH TEST
- Used to identify a student’s strength/ - Proficiency test online, affordable but not yet
weakness widely accepted.
PLACEMENT ASSESSMENT ACHIEVEMENT TESTS
- Used to place student in appropriate level - Measures a student’s progress in language
and course. course.’’tests/quizzes.
PLACEMENT TEST
TYPES OF ASSESSMENT TOOLS - Place student in the appropriate level of
language .difficulty with grammar,vocabulary
STANDARDIZED TESTS
- Designed and administered in a consistent or DIAGNOSTIC TESTS
Standard manner - Identify a person strength , use to help
- Everyone take same question/get grade same teacher create individual plan.
way.
APTITUDE TESTS
CRITERION -REFERENCED TESTS - Assess the person’s capacity for learning a
- CRTS assessment designed to measure how new language/ability to learn pattern.
well an individual perform with criteria
WHAT THEY MEASURE
PERFORMANCE -BASED ASSESSMENT - COGNITIVE ABILITIES-memory
- PBA is a method to simply testing your ability - LINGUISTICS AWARENESS- sensitivity to
to apply your skills in real world situation. sound/ structure of language
- LEARNING STYLE- preferred approaches to
PORTFOLIO ASSESSMENTS learning new information.
- Is a method of evaluation of skills by looking - MOTIVATION AND ATTITUDE-interest in
at a collection of work over time. learning a new language
LANGUAGE TESTING APPROACHES / TECHNIQUES B.STRENGHT OF INTEGRATIVE APPROACH
APPROACHES TO LANGUAGE - approach meaning and total communicative
- Language test can be categorized by four effect , vary useful for student in testing.
approaches
COMMUNICATIVE APPROACH
ESSAY -TRANSLATION APPROACH
A.CHARACTERISTICS/TYPES OF TEST OF
A.CHARACTERISTICS AND TYPES OF TESTS IN ESSAY COMMUNICATIVE APPROACH
TRANSLATION APPROACH
- Approach is commonly referred as pre- - concerned with primarily with how language
scientific stage of language testing. is used in communication.
B.STRENGTHS OF ESSAY-TRANSLATION APPROACH B.STRENGTHS OF COMMUNICATIVE APPROACH
- approach easy to follow because teacher - able to measure all integrated skills of the
simply use subjective judgement students
C.WEAKNESS OF ESSAY-TRANSLATION APPROACH TEST TECHNIQUES
- subjective judgement of teachers tends to be 1.DIRECT VS. INDIRECT TESTING
biased.
DIRECT
STRUCTURALIST APPROACH - requires the candidate to perform precisely
the test wished to measure/number
A.CHARACTERISTICS /TYPES OF TEST OF attraction
STRUCTURALIST APPROACH INDIRECT
- attempt to measure abilities that underline
- approach views that language learning the skills which the test is interested.
concerned with a systematic acquisition SIME-DIRECT
- although not direct but still stimulate direct
B.STRENGHTS OF STRUCTURALIST APPROACH teasting
- testing student capability 2.DISCRETE POINTS VS. INTEGRATIVE TESTING
C.WEAKNESS OF STRUCTURALIST APPROACH DISCRETE POINT
- item would test simply one point /object.
- tends to be complicated job for teacher to INTEGRATIVE TESTING
prepare questionaries using this approach. - refers to an integrative item that would test
more that one point/object
INTEGRATIVE APPROACH NORM -REFERENCED TEST
- student score are interpreted relative to each
A.CHARACTERISTICS /TYPES OF TEST OF INTEGRATIVE other .
APPROACH CRITERION-REFERENCED TESTING
- measure student ability against a
- involves the testing language in context, predetermined standard.
concern with primarily with meaning.
4.OBJECTIVE VS. SUBJECTIVE TESTING DESIGN
OBJECTIVE TEST A. COLLECTING TESTING MATERIAL
- there is only one right answer - An appropriate degree of situational
/interactional authenticity
SUBJECTIVE TEST
- refers to a free composition /answer not look B. WRITING A DRAFT
only one right answer. - Often contain more question and items .take
down.
- Distinction here is between method of
scoring. C. EVALUATING THE DRAFT VERSION
- Team member where non involved in writing
draft version will have close look at test then
TEST CONSTRUCTION decide.
- Refers to the science and art of planning,
preparing, scoring result of tests. D. REWRITING THE DRAFT VERSION
- Based on observation made by
PHASES OF EVALUATION reviewers ,rewritten and refined until team is
happy with it.
PREPARATION PHASE
- Teacher decide what to be evaluated DEVELOPMENT
ASSESSMENT PHASE A. PILOTING- test distributed among groups
- Teacher select appropriate tools and B. REVISING- bases on the result of piloting the
techniques final will be composed.
EVALUATION PHASE
- Teacher interpret the assessment QUANTITATIVE ANALYSIS
information and make judgement to student
progress. A.CRITERIA OF A GOOD TEST
REFLECTION PHASE - Creating a valid and reliable language test.
- Allows teacher to consider the extent to
which the previous phases in the evaluation KEY CONCEPT TO GOOD TESTS
process have successful.
RELEVANCE
STAGES OF TEST CONSTRUCTION - Extent to which it is necessary that student
able to perform task
PLANNING
REPRESENTATIVITY
A.GOAL – a vital step in the development process. - Extent to which task represent a real
situation
B.FORMAT- test developer will have consider
format-related AUTHENTICITY
- Extent to which the situation and interaction
C.TASK- there a myriad of possible test tasks are meaningful
BALANCE 3.DIFFICULTY- test has a adequate level of difficulty.
- Extent to which each relevant topic/ability 4. LENGTH- test contains enough items.
receives an equal amount of attention. 5. TIME- student should have sufficient time to
perform a test/task
VALIDITY 6. ITEM CONSTRUCTION- a well- contructed is better
- Extent to which the test effectively measures. than a poor one.
SUB CLASSIFICATION OF VALIDITY THE IMPORTANCE OF QUANTITATIVE ANALYSIS
A. CONCURRENT VALIDITY- if the score it gives 1. PURPOSE – is meant to give some idea about
correlate highly reliability of the test
B. CONSTRUCT VALIDITY- if score can be shown 2. GETTING STARTED – development phase,
to reflect a theory. development process
C. CONTENT VALIDITY- if items or tasks or task
made up constitute a representative sample
D. CONVERGENT VALIDITY- if there high COMMON STATISTICAL FORMULAS
correlation between scores achieved 1. DESCRIPTIVE STATISTICS -intended to offer a
E. CRITERION -RELATED VALIDITY- if general idea about test scores.
relationship can be demonstrate 2. CORRELATIONS -illustrates by scoter plots.
F. DISCRIMINANT VALIDITY -if the correlation it 3. ITEM RELIABILITY- analysis indicates the
has with test of different traits discriminatory potential of a test item.
G. FACE VALIDITY –a test appears to candidates
H. PREDICTIVE VALIDITY- an indication of how QULITATIVE – ANALYSIS
well a test predict future .
A. PURPOSE- not all topics are language
FACTORS THAT INFLUENCE VALIDITY B. CATEGORIES OF APPROACHES
- APPROPRIATENESS OF TEST ITEMS 1. REFLECTION- approach aimedat gaining an
- DIRECTIONS insight
- READING VOCAVULARY AND SENTENCE 2. VERBAL REPORTS- protocols are a way of
STRUCTURE collecting qualitative data.
- DIFFICULTY OF ITEMS 3. DIARY STUDIES- which allows researcher to
- CONSTRUCTION OF TEST ITEMS get an insight into there thoughts
- LEGTH OF THE TEST
- ARRANGEMENT OF ITEMS 3 VARIETIES
- PATTERN OF ANSWERS
- UNSTUCTURED- informants free to write
RELIABILITY what she/he format
- Refers to consistency and stability - GUIDED- researcher gives informant
guidelines
- STUCTURED- researcher offers the informant
NUMBERS VARIABLES INFLUENCE TEST RELIABILITY a diary.
1. SPECIFICITY – question should not open to diff.
interpretation
2. DIFFERENTIATION – test discriminates between C. TECHNIQUES FOR MONITORING STUDENT
good/ poor. PROGRESS
- Some effective techniques for
monitoringstudent progress in the areas of;
- MAKE A VIDEO/ AUDIO
- USE CHECKLIST
- RECORD ANECDOTE
- INTERVIEW STUDENT
- PORFOLIOS
SELF ASSESSMENT – promotes student’s abilities in
responsibility.
PEER ASSESSMENT -allows students to collaborate
and learn from others
D.TYPES OF QUALITATIVE ANALYSIS
1. CONVERSATION ANALYSIS (CA)- focuses on
talk, speaking test.
2. DISCOURSE ANALYSIS (DA)- text and talk as
social practices
3. TEST LANGUAGE ANALYSIS- input or test
takes response for lexical richness.
4. TASK CHARACTERISTICS- types of validation
research.
BACHMAN AND PALMER (1996)- suggest a
framework of analysis
D.FEEDBACK METHODS
1. QUESTIONNARIRES- gather data such as
opinions
2. INTERVIEW-flexible way of gathering data.
F.REFERENCING
VARIOUS KINDS OF REFERENCING
NORM REFERENCING- the placement of learners in
rank order
CRITERION REFERENCING- assessed purely in term of
his ability.
