LANGUAGE TESTING

SUMMARIZING

BY :
WIDYA FITRI SEPRINA BINTI ASRIAL
06120210071

UNIVERSITAS MUSLIM INDONESIA

FAKULTAS SASTRA
2024/2025
1. Introduction to language testing

1.1. Testing and teaching

Examinations have encouraged a tendency to separate testing from teaching. Test
may constructed primarily as devices to reinforce learning and motivate student as
means of assessing the student’s performance in the language. Test and public
examinations may exert such a considerable influence the teacher are often
instrumental the kind of teaching that takse place before test. A good
communication test of language, should have more positive effect on learning and
teaching.

1.2. Language skill and language elements

Items design to test areas of grammar and vocabulary will examied in detail the
appropriate chapters. Moveover test is a sample fields as possib;e of the language
elements will be useful not only in providing a wide coverage this ability but also
locating in particular problem areas. Furthermore, no student can be described as
being proficient in language because they are able to discriminate between two
sounds or mastered a number of structures of the language.

2. Approaches to language testing

2.1. Background
Language test classified to main approaches to testing they are the essay
translation, the structuralist, the integrative, and the communicative. Nor are the
four approaches always mutually exclusive. Test will generally incorporate of
several approaches.

2.2. The communicative approach

Communicative approach the language testing linked to the integrative approach.
Communicative test are concerned primarily with language used in
communication. Consequently incorporate task which approximate as closely as
possible to face the studies in real life. Communicative testing result in an attempt
to obtaind different profiles of a learner performance in the language.

3. Objective testing

3.1. Subjective and objective testing

Subjectibe and objective term are used to scoring of test. All test items require
candidates to exercise a subjective judgement. An essay test, for example
candidates must think of what to say and then express their ideas well. Since
objective test usually have only one correct answer or at leat in limited number of
correct answer. Then objective test need not to be confined to any particular skill
or element. However, certain skill and areas of language may be tested far more
effectively by one method.

3.2. Objective tests

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 Objective test are frequently criticised om the grounds to answer than subjective
tests. The fact that objective test may generally look easier is no indication at all
that they are easier. Objective can be pre-tested before being administered on a
wider basis they are given ti a small but truly representative sample of the test
population and each item is evaluated in the light if test’s performance.

4. Test of grammar and usage

4.1. Introduction
Most common types of objective item used to test awareness of the grammatical
features of the language that is multiple choice item, error recognition items
rearrangemenet items, completion items, transformation items, items involving the
changing of words, broken sentence items, pairing and matching items,
combination items, and addition items.

4.2. Constructing combination and addition items

These objective-type item have long been used in the past. The should be used
sparingly. Combination items that student are instucted to join each pair of
sentecee, using the word brakets, and addition items that student are students are
instructed to insert the word in capitals in the most appropiate place in each
sentence.

5. Testing vocabulary

5.1. Selection of items

A careful selection, or sampling, of lexical items for inclusion in a test is generally
a most exacting task. The first task for the writer of a vocabulary test is to
determine the degree to which they are to concentrate on testing the students
active or passive vocabulary. Selection of vocabulary can thus be thought of as
falling into the following rough according to the four language skills
Listening : passive/spoken
Reading : passive/written
Speaking : active/spoken
Writing : active/written

6. Listening comprehension test

6.1. Test of tress and intonation

The testess listen to a senctence usually spoken on tape and required to indicate
the syllable which carries the main stress of the whole structure. They show the
main stress by putting a cross the brakets under the appropriate syllable.
Spoken : I’ve just given THREE books to Bill.
Written : I’ve just given three books to Bill.

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7. Oral production test

7.1. Reading aloud

Present day oral test include a test of reading aloud in which student is given a
short time to glace through an extract befor being required to read it aloud. The
majority of student will never be called on to read aloud when they have left
school. Testing involving reading aloud are generally used when it is desired to
assess pronunciation as disctint from the total speaking skills.

7.2. The oral interview

Examination of oral production, the scoring of the oral interview is highly
subjective and thus sometimes has only low reliability. Supporters of the oral
interview claim that the examination at least appears to offer a realistic means of
assessing the total oral skills in a natural speech situation. Mamy students adopt a
quiet and colourless tone in interview some even develop a guarded attitude, while
others become over friendly. One solution to this problem it to have the class
teacher as the interview if an external examiner is required.

8. Testing reading comprehension

8.1. True/false reading test

True/false test is the most widely used tests of reading comprehension. The tes are
considerable use for inclusion in class progress test chiefly because, unlike
multiple choice test items can be constructed easily and quickly allowing the
teacher more time for the task.

8.2. Open – ended and miscellaneous items

The term of open ended used to refer those questions which elicit a completely
subjective response on the part of the testees. When marking open ended items
which require answer i sentences, it is frequently advisable to award at least two
or three marks for each correct answer.

9. Testing the writing skills

9.1. The writing skills

The following analysis attempts to group the many and varied skills necessary for
writing good prose into five general components or main areas that is language
use is ability to write correct sencteces, mechanical skills is ability to use correctly
conventions peculiar punctuation, and spelling, treatment of content ability to
think creatively, stystic skills is ability to manipulate senteces and paragraph,
judgement skills is ability to write an appropriate manner for a particular purpose.

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10. Criteria and types of test

10.1. Test instructions to the candidate

Students may be able to perform all the required task without having any
knowledge of formal grammar. Indeed their knowledge of formal grammar is
not being tested, all reference to grammatical terms should be avoid. Thus, the
first of the rubrics above should be rewritten and the phrase word like the
following used to replace pronouns.

11. Interpreting test score

11.1. Item analysis

Earlier careful consideration of the objectives the compilation of the table of
test specifications were urged before the construction of any test was
attempted. Unfortunately, too many teachers think that the test is finished once
the raw marks have been obtained. The performance of the test items,
themselves, is of obvious importance in compiling future test.