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2 - Test Function

Teach

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26 views3 pages

2 - Test Function

Teach

Uploaded by

shshsh1999hs
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MA Exam Preparation Courses (Testing) tefl_plan

Chapter Two: Language Test Functions

1. TWO MAJOR FUNCTIONS OF LANGUAGE TESTS


1.1. Evaluation of Attainment Tests
Measure to what extent examinees have learned the intended skill, performance, knowledge, etc.

1.1.1. Achievement tests


Directly related to classroom lessons, units, or even a total curriculum => associated with CRT
 General achievement tests  deal with a body of knowledge
Content based directly on a detailed course syllabus  syllabus-content approach
 It is a fair test.
 The results of a test can be very misleading.
Content based on the objectives of the course
 It compels course designers to be explicit about objectives.
 It shows how far students have achieved those objectives.
Tests based on objectives work against the perpetuation of poor teaching practice,
something which course-content-based tests fail to do.
 It is unfair.
 Diagnostic tests  measure the degree of students’ achievement on a particular subject/topic

Criterion-Referenced
Test Qualities
Achievement Diagnostic
Details of Information Specific Very specific
Focus Terminal objectives of course Enabling objectives of courses
To determine the degree of learning To inform students and teachers of
Purpose of Decision
for advancement or graduation objectives needing more work
When Administered End of courses Middle of courses

1.1.2. Knowledge tests


Measure knowledge of a scientific subject not language ability  language is not the purpose of the test
but the medium of instruction

1.1.3. Proficiency tests


# Tap the overall language ability, i.e. global competence
# Not limited to any one course curriculum, or single skill in the language => associated with NRT
# Measure:
degree of his capability to demonstrate his knowledge in real-life contexts
degree of capability in language components

 Note: Difficulty centers on the complexity of defining ‘proficiency’


 Note: Gate-keeping role
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MA Exam Preparation Courses (Testing) tefl_plan

1.2. Prognostic Tests


# Not related to a particular course of instruction
# Predict and make decisions about future success and actions of examinee based on present capabilities

1.2.1. Placement tests


# Place participants into an appropriate level or section of a language curriculum or school  create
homogeneous groups  benefits teachers
 Note: No pass or fail
 Note: Mismatch between the placement test and what is taught in a program?!?!

# Help those who need more instruction:


length of instruction vs. intensity of instruction

 Used to determine the most appropriate channel of education

1.2.2. Selection tests


Provide information on acceptance or non-acceptance based on a cut-off point (CRT)
 Note: Pass or fail
 Note: May turn into competition tests (NRT)

1.2.3. Aptitude tests


Predict applicants’ success in achieving certain objectives in the future

2. CONTRASTING CATEGORIES OF LANGUAGE TESTS


2.1. Knowledge vs. Performance
Knowledge tests  show how well students know facts about the language
Performance tests  involve people in actually performing the behavior that we want to measure 
authenticity

2.2. Speed vs. Power


Speed tests  items are within the ability level of the test but the time limit is too short
Power tests  items are too difficult for anyone to solve so that no one can get a perfect score

2.3. Direct vs. Indirect


Direct tests  require the candidate to perform precisely the skill we wish to measure
Indirect tests  measure the abilities which underlie the skills in which we are interested
 Ease of construct
 Authenticity
 Reliability
 Positive backwash
 Interpretable results

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MA Exam Preparation Courses (Testing) tefl_plan

2.4. Discrete-point vs. Integrative


See chapter 7

2.5. Norm-referenced vs. Criterion-referenced


See chapter 1

2.6. Teacher-made vs. Standardized


See chapter 1

2.7. Proficiency vs. Achievement


See above

2.8. Subjective vs. Objective


See chapter 3

2.9. Productive vs. Receptive


See chapter 3

2.10. Alternative vs. Traditional


See chapter 3

3. COMPUTER-ADAPTIVE TESTING (CAT)


# A specific type of computer-based test
# Starts with questions of moderate difficulty  the computer scores  the computer determines which
question will be presented next  a dependable estimate is arrived at based on Item Response Theory

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