- Lê Hoàng Mỹ Trang

- Phan Ngọc Quỳnh

- Nguyễn Ngọc Minh Thư
- Nguyễn Thị Quý Thiện

QUALITY OF A GOOD TEST

VALIDITY

Read about VALIDITY and compare your answer to Task 2 (in coursebook, page 39)
about when a test is considered invalid.

The central question about validity, according to Brendan J. Carroll and Patrick J. Hall
(1985) is this: are we actually measuring what we are intending to measure? A
listening test with written multiple – choice options may lack validity if the printed choices
are so difficult to read that the exam actually measures reading comprehension as much as
it does listening comprehension. It is least valid for students who are much better at
listening than at reading. Similarly, a reading test will lack validity if success in the exam
depends on information not provided in the passage. A composition test which requires
students to write about modern methods of transport may not be valid since it will measure
not only an ability to write in English but also an interest in, or a knowledge of, modern
transport. When students are given an oral interview, is it only their language abilities that
are being assessed or are such assessments influenced by the students’ personalities?

Task 2 (in coursebook, page 39)

Theo bạn, khi nào một bài kiểm tra Nghe, nói, đọc và viết không có độ giá trị (không
đo chính xác những gì cần đo) về mặt đánh giá?
A test is invalid when it doesn't accurately measure the intended skill or knowledge
due to flaws in the test itself, problems during administration, mismatch with the
target skill or knowledge, or measuring unintended factors.
- A Listening Test is considered invalid when it focuses on assessing reading
comprehension rather than listening skills (e.g. a listening test with written
multiple–choice options).
- A Speaking Test is considered invalid when the student's language abilities are
not being assessed but such assessments are influenced by the students’
personalities or appearances.
 - A Reading Test is considered invalid when the questions in the exam do not
include the information provided in the passage.
- A Writing Test is considered invalid when it does not only measure the writing
ability but also other aspects (e.g. specialized knowledge, interests)

QUALITY OF A GOOD TEST

TASK 4

Read about the third quality of a good test PRACTICALITY and answer the question
that follows.

The main question of practicality is administrative. A test must be well organized in

advance. How long will the test take? What special arrangements have to be made
(for example, what happens to the rest of the class while individual speaking tests take
place)? Is any equipment needed (tape recorder, language lab, overhead projector)?
How is marking the work handled? How are tests stored between sittings of tests? All
of these questions are practical since they help ensure the success of a test and testing.
List the factors that Test Administrators need to consider when running tests.

a) Planning (well-organized)

b) Time bound

c) Seating arrangement

d) Equipment

e) Marking matrix

f) Security (of exam papers)

QUALITY OF A GOOD TEST

There are three main qualities of a good test: reliability, validity, and practicality. Read
the following passages about reliability and answer the questions that follow.
The first quality of a good test: RELIABILITY Questions
A. Definition of Reliability 1. If a language test is
Every test should be reliable. In other words, a test should unreliable, what will
measure precisely whatever it is supposed to measure. If a happen to students’
group of students were to take the same test on two occasions, marks the second
their results should be roughly the same – provided that time they take the
nothing has happened in the interval (such as one student same test?
receiving private tuition or several students comparing notes Answer: If a language
and specially preparing for the test when it is set a second test is unreliable, the
time). Thus if students’ results are very different (e.g. the top students' results on the
student scoring low marks the second time), the test cannot be second time will be
described as reliable. significantly different
from the first time they
take the test.
B. Reliability and Test Item Level of Difficulty 2. Which of these are
If individual test items are too hard for everyone or too easy for more reliable?
everyone then they are not reliable test items: they do not a) test items in which
differentiate between strong and weak candidates. Reliable test 40% of candidates
items ensure that between one and two thirds of the candidates get it right
will get it right. Over the whole test, especially with b) test items in which
achievement tests, this means that the candidates’ final scores everyone gets it
are distributed with approximately one third scoring less than right
45% (weaker candidates), one third scoring between 45% - 65% Answer: (a) is more
(average candidates) and one third scoring 65% - 100% (good reliable because 40% is
candidates). Tests which show this kind of spread of scores are in the range of one and
reliable tests. two thirds of the
candidates.
C. Reliability and Marking 3. Which of these are
Sometimes a test can be unreliable because of the way it is more reliable?
marked. For example, if an average writing is marked a) tests which rely on
immediately after a very good one, the average writing may be the markers’ good
given a mark that is actually below average. The marker’s level of English and
subconscious comparison of the two pieces of writing will their subjective
result in the average writing appearing worse than it really is. judgment
However, if the same average writing is marked immediately b) tests which can be
after a very poor writing, then it may appear above average and marked ‘clerically’
be awarded a higher mark than it deserves. Answer: (b) is more
In addition, different markers may award different marks reliable because
to the same writing; for example, some of the markers may "clerical" marking
be very lenient and others may be unfairly strict. offers a reliable way to
assess knowledge and
skills consistently and
objectively.
D. Reliability and Syllabus 4. Which of these are
Another factor that influences the reliability of a test is how more reliable?
much the test is based on passages and questions taken directly a) test items for
from a textbook and how much it is based on the syllabus reading which use
within the textbook, not the book itself. An overemphasis on the same grammar
‘quoting’ the textbook in a test will produce results that do not and vocabulary as
reveal real achievement or progress of the learners in terms of the textbook but in
reading, writing, listening, speaking, vocabulary and grammar. a new passage that
The results will only reveal how well students have memorized no candidate has
the passages and the correct answers. ever seen before
b) test items for
reading which are
taken directly from
the textbook
Answer: (a) is more
reliable because if the
reading is taken
directly from the
textbook, the results
will only show how
well students’
memorization is, not
measure
comprehension.