Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
3. THE OUTLINE OF THIS
PRESENTATION
1. Test types
2. Some Practical Steps to Test Construction
3. Scoring, Grading, and Feedback
4. TETS TYPES
1. Language Aptitude Test
2. Proficiency Tests
3. Placement Tests
4. Diagnostic Tests
5. Achievement Tests
5. LANGUAGE APTITUDE TEST
Is designed to measure capacity or general ability
to learn a foreign language and ultimate success in
that undertaking. Language aptitude tests are
ostensibly designed to apply to the classroom
learning of any language. Two standardized
aptitude tests have been used in the USA: the
Modern Language Aptitude Test (MLAT) (Carroll
and Sapon, 1958) and the Pimsleur Language
Aptitude Battery (PLAB) (Pimsleur, 1966). Both are
English language tests and require students to
perform a number of Language-related tasks.
6. TASKS IN THE MODERN
LANGUAGE APTITUDE TEST
a. Number learning: Examinees must learn a set of numbers through
aural input and then discriminate different combinations of those
numbers.
b. Phonetic script: Examinees must learn a set of correspondences
between speech sounds and phonetic symbols.
c. Spelling clues: Examinees must read that are spelled somewhat
phonetically, and then select from a list the one word whose
meaning is closest to the “disguised” word.
d. Words in sentences: Examinees are given a key word in a sentence
and are then asked to select a word in a second sentence that
performs the same grammatical function as the key word.
e. Paired associates: Examinees must quickly learn a set of vocabulary
words from another language and memorize their English meaning.
7. PROFICIENCY TESTS
A proficiency test is not limited to any one course,
curriculum, or single skill in the language; rather, it tests
overall ability. Proficiency tests have traditional consisted of
standardized multiple-choice items on grammar,
vocabulary, reading comprehension, and aural
comprehension. Proficiency tests are almost always
summative and norm-referenced. A typical example of a
standardized proficiency test is the Test of English as a
foreign language (TOEFL) produced by the Educational
Testing Service. Key issue in testing proficiency is how to
constructs of language ability are specified.
8. PLACEMENT TESTS
Certain proficiency tests can act in the role of placement
tests, the purpose of which is to place a student into a
particular level or section of a language curriculum or
school. A placement test usually, but not always includes
a sampling of the material to be covered in the various
courses in curriculum. Placement test come in many
varieties: assessing comprehension and production,
responding through written and oral performance, open-
ended and limited responses, selection (e.g., multiple-
choice) and gap-filing formats, depending on the nature
of program and its needs.
9. DIAGNOSTIC TESTS
A diagnostic tests is designed to diagnose specified aspects
of a language. A test in pronunciation, for example, might
diagnose the phonological features of English that are
difficult for learners and should therefore become part of
curriculum. Diagnostic test should elicit information on
what students need to work on in the future. For example
diagnostic test might offer information about a learner’s
acquisition of verb tenses, modal auxiliaries, definite
articles, relative clauses and the like. A typical diagnostic
test of oral production was created by Clifford Prator (1972)
to accompany a manual of English pronunciation.
10. ACHIEVEMENT TESTS
An achievement tests is related directly to classroom
lessons, units, or even a total curriculum. Achievement
test are or should be limited to practical material
addressed in a curriculum within a practical time frame
and are offered after a course has focused on the objective
in question. Achievement tests are often summative
because they are administered at the end of a unit or term
of study.
11. a. The objective of the lesson, unit or course being assessed
b. The relative importance (or weight) assigned to each
objective
c. The tasks employed in classroom lessons during the unit
of time
d. Practicality issues , such as the time frame for the test and
turn-around time
e. The extend to which the test structure lends itself to
formative wash-back
The Specification For An Achievement
Test Should Be Determined By:
12. PRACTICAL STEPS TO TEST
CONSTRUCTION
1. Assessing Clear, Unambiguous Objectives
2. Drawing up Test Specifications
3. Devising Test Tasks
4. Designing Multiple-Choice Test Items
21. 2. State Both Stem And Options As Simply
And Directly As Possible
22. 3. Make Certain That The Intended Anwer
Is Clearly The Only Correct One
Voice : Where did George gor the party last night?
S reads : a. Yes, he did
b. because he was tired
c. to Eleine's place for another party
d. He went home around eleven o'clock
Flawed
23. 4. Use Item Indicates to Accept, Discard or
Revise Items
The appropriate selection and arrangement of suitable
mulitiple-choice item on a test can best accomplished by
measuring items against three indicates as follows:
A. Item Facility (IF)
B. Item Discrimination (ID)
C. Distractor Efficiency
24. A. Item Facility (IF)
IF is the extent to which an item easy or difficult for the proposed group of
test-takers
Formula:
Category:
Example
There are 50 students who answer an item X. 30 of whom can answer the
item correctly. Determine the level of difficulty of item X.
IF =
# of Ss answering the item correctly
Total # of Ss responding to that item
Range Category
0.00 - 0.30 difficult
0.31 - 0. 70 medium
0. 71 - 0.90 easy
25. B. Item Discrimination (ID)
ID is the extent to which an item differentiates between high- and low-
ability test - takers
Formula:
Category:
Example: 30 students are divided into 2 groups. 15 students who in the
lower group and 15 others in the higher group. In the higher group, there
are 12 students who answer item X correctly whereas in the lower group
only 5 students who answer item X correctly. Determine the Item
Discrimination of item X.
ID =
high group#correct - low group # correct
1/2 x total of your two comparison group
Range Category
0.00 - 0.20 bad
0.21 - 0. 40 enough
0.41 - 0.70 good
0.71 - 1.00 excellent
26. C. Distractor Efficiency (DE)
DE is the extent to which
a) the distractors “lure” a sufficient number of test - takers,
especially lower - ability ones
b) those responses are somewhat even distributed across all
distractors
Example:
Choices A B C* D E
High-ability Students (10) 0 1 7 0 2
Low - ability Students (10) 3 5 2 0 0
* is the correct response
Effective Distraction many students choose it
27. 3. SCORING, GRADING AND
FEEDBACK
Scoring
the scoring plan reflects the relative weight that teacher places
on each section and items in each section
Example:
Percent of
Total grade
Possible
Total Correct
Oral interview 40 % 4 scores, 5 to 1 range x 2 = 40
Listening 20% 10 items @ 2 points each = 20
Reading 20% 10 items @ 2 points each = 20
Writing 20% 2 scores, 5 to 1 range x 2 = 20
Total 100
28. GRADING
How we to assign letter to this test is a product of
a) the country, culture, and context of this English classroom
b) Institutional Expectations (most of them unwritten)
c) Explicit and Implicit definitions of grades that we have set
forth
d) The relationship we have established with this class and
e) Students expectations that you have engendered in
previous tests and quizzes in this class
29. Feedback
Forms of feed back:
A letter grade
individual conferences with
each student to review the
whole test
Four sub scores (S, L, R, W)
on all or selected parts of the test, peer
checking of result
For the oral interview:
a. Scores for each element being rated
b. A checklist of areas needing work
c. Oral feedback after the interview
d. A post-interview conference to go
over the result
For the L and R sections:
a. An indication of correct/incorrect
responses
b. Marginal responses
A whole class discussion of results of the
test
on the essay:
a. Scores for each element being
rated
b. A checklist of areas needing
work
c. Marginal and end essay
comments, suggestion
d. A post -test conference to go
over work
e. A Self assessment
A total Score
