1. Build Bright UniversityBuild Bright University
Language Testing andLanguage Testing and
AssessmentAssessment
Chapter- 4Chapter- 4
Standardized TestingStandardized Testing
Prepared by Kheang SokhengPrepared by Kheang Sokheng
Ph.D Candidate and MEd in TESOLPh.D Candidate and MEd in TESOL

2. What is standardization?What is standardization?
 A standardized test presupposes certainA standardized test presupposes certain
standard objectives or criteria that are heldstandard objectives or criteria that are held
constant across one form of the test toconstant across one form of the test to
another.another.
 A good standardized test is the product ofA good standardized test is the product of
a thorough process of empirical researcha thorough process of empirical research
and development.and development.
 It measures children’s mastery of theIt measures children’s mastery of the
standards or competencies that have beenstandards or competencies that have been
prescribed for specific grade levels.prescribed for specific grade levels.

3. What is standardization?What is standardization?
 Scholastic Aptitude Test (SAT) is designedScholastic Aptitude Test (SAT) is designed
for college entrance exam of many highfor college entrance exam of many high
school seniors seeking further education.school seniors seeking further education.
 The Graduate Record Exam (GRE) for entryThe Graduate Record Exam (GRE) for entry
into many graduate school programs likeinto many graduate school programs like
Graduate Management AdmissionGraduate Management Admission
Test(GMAT) and the Law School AptitudeTest(GMAT) and the Law School Aptitude
Test(LSAT) specialize in particularTest(LSAT) specialize in particular
disciplines.disciplines.
 Test of English as a Foreign LanguageTest of English as a Foreign Language
((TOEFLTOEFL)produced by the Educational Testing)produced by the Educational Testing

4. What is standardization?What is standardization?
 Test for entry into many graduate schoolTest for entry into many graduate school
programsprograms
 Graduate Management Admission TestGraduate Management Admission Test
(GMAT) & Law School Aptitude Test (LSAT):(GMAT) & Law School Aptitude Test (LSAT):
tests that specialize in particular disciplinestests that specialize in particular disciplines
 Test of English as a Foreign LanguageTest of English as a Foreign Language
(TOEFL): It is produced the Educational(TOEFL): It is produced the Educational
Testing Service (ETS) in the United StatesTesting Service (ETS) in the United States
and/or its British counterpart, theand/or its British counterpart, the
International English Language TestingInternational English Language Testing
System(IELTS)System(IELTS)

5. What is standardization?What is standardization?
in the U.S and/or British counterpart, thein the U.S and/or British counterpart, the
International English Language TestingInternational English Language Testing
SystemSystem
(IELTS)(IELTS)
The tests are standardized because theyThe tests are standardized because they
specify a set of competencies for a givenspecify a set of competencies for a given
domain and through a process of constructdomain and through a process of construct
validation they program a set of tasks thatvalidation they program a set of tasks that
have been designed to measure thosehave been designed to measure those
competencies. In general standardized test,competencies. In general standardized test,
items are in the form of MC.items are in the form of MC.

6. What is standardization?What is standardization?
 They provide ‘objective’ means forThey provide ‘objective’ means for
determining correct and incorrectdetermining correct and incorrect
responses.responses.
 However, MC is not the only test itemHowever, MC is not the only test item
type in standardized test.type in standardized test.
 Human scored tests of oral and writtenHuman scored tests of oral and written
production are also involved.production are also involved.

7. Advantages of Standardized TestAdvantages of Standardized Test
 It is a ready-made previously validatedIt is a ready-made previously validated
product that frees the teacher from having toproduct that frees the teacher from having to
spend hours creating a test.spend hours creating a test.
 Administration to large groups can beAdministration to large groups can be
accomplished within reasonable time limits.accomplished within reasonable time limits.
 In the case of multiple-choice formats,In the case of multiple-choice formats,
scoring procedures are streamlined for eitherscoring procedures are streamlined for either
scannable computerized scoring or hand-scannable computerized scoring or hand-
scoring with a hole-punched grid for fastscoring with a hole-punched grid for fast
turnaround time.turnaround time.

8. Disadvantages of StandardizedDisadvantages of Standardized
TestTest
 Inappropriate use of such tests.Inappropriate use of such tests.
Example: using an overall proficiency testExample: using an overall proficiency test
as an achievement test simply because ofas an achievement test simply because of
the convenience of the standardizationthe convenience of the standardization
 Potential misunderstanding of the differencePotential misunderstanding of the difference
between direct and indirect testing.between direct and indirect testing.

9. Characteristics of a standardized test

10. DEVELOPING A STANDARDIZED TESTDEVELOPING A STANDARDIZED TEST
 Knowing how to develop a standardizedKnowing how to develop a standardized
test can be helpful to revise an existingtest can be helpful to revise an existing
test, adapt or expand an existing test,test, adapt or expand an existing test,
create a smaller-scale standardized testcreate a smaller-scale standardized test
 (A) The Test of English as a Foreign(A) The Test of English as a Foreign
Language (TOEFL)Language (TOEFL) ‘general ability or‘general ability or
proficiency’proficiency’

11. DEVELOPING A STANDARDIZED TESTDEVELOPING A STANDARDIZED TEST
 (B) The English as a Second Language(B) The English as a Second Language
Placement Test (ESLPT), San FranciscoPlacement Test (ESLPT), San Francisco
State University (SFSU)State University (SFSU) ‘placement test‘placement test
at a university’at a university’
 (C) The Graduate Essay Test (GET),(C) The Graduate Essay Test (GET),
SFSUSFSU ‘gate-keeping essay test’‘gate-keeping essay test’

12. 1. Determine the purpose and1. Determine the purpose and
objectives of the testobjectives of the test..
 Standardized tests are expected to be validStandardized tests are expected to be valid
and practical.and practical.
 TOEFL:TOEFL: To evaluate the English proficiencyTo evaluate the English proficiency
of people whoseof people whose NLNL is not English.is not English.
 Colleges and universities in the US use theColleges and universities in the US use the
score TOEFL score to admit or refusescore TOEFL score to admit or refuse
international applicants for admissioninternational applicants for admission
 ESLPT:ESLPT: To place already admitted sts atTo place already admitted sts at
SFSU in an appropriate course in academicSFSU in an appropriate course in academic
writing and oral productionwriting and oral production

13. 1. Determine the purpose and objectives1. Determine the purpose and objectives
of the testof the test..
 To provide teachers some diagnosticTo provide teachers some diagnostic
information about studentsinformation about students
 GET:GET: To determine whether theirTo determine whether their
writing ability is sufficient to permitwriting ability is sufficient to permit
them to enter graduate-level courses inthem to enter graduate-level courses in
their programs. It is offered at thetheir programs. It is offered at the
beginning of each term)beginning of each term)

14. 2.2. Design test specificationDesign test specification
 TOEFL:TOEFL: This is the step of laying theThis is the step of laying the
foundation stones of the test.foundation stones of the test.
 Example:Example:
 TOEFL – Specifications: 1. Listening SectionTOEFL – Specifications: 1. Listening Section
2. Structure Section2. Structure Section
3. Reading Section3. Reading Section
4. Writing Section4. Writing Section
 Each specs are not just stated that way, itEach specs are not just stated that way, it
should include what does it measures, whatshould include what does it measures, what
does it covers, and what material it uses.does it covers, and what material it uses.

15. 2.2. Design test specificationDesign test specification
 Listening section focuses on aListening section focuses on a
particular feature of language or overallparticular feature of language or overall
listening comprehensionlistening comprehension
 Reading section aims to testReading section aims to test
comprehension of long/short passages,comprehension of long/short passages,
single sentence, phrases or wordssingle sentence, phrases or words

16. 3.3. Design, select and arrange testDesign, select and arrange test
tasks/itemstasks/items
 Once specifications for a standardized testOnce specifications for a standardized test
have been stipulated, the task of designing,have been stipulated, the task of designing,
selecting and arranging test tasks/itemsselecting and arranging test tasks/items
begins.begins.
 The specs act much like a blueprint inThe specs act much like a blueprint in
determining the number and types of items todetermining the number and types of items to
be created.be created.

17. 4. Make appropriate evaluations of4. Make appropriate evaluations of
different kinds of itemsdifferent kinds of items..
 Item facility (IF) – % of people who give theItem facility (IF) – % of people who give the
right answerright answer
 Item Discrimination (IDis) – indicates theItem Discrimination (IDis) – indicates the
extent to which success on an itemextent to which success on an item
corresponds to success on the whole test.corresponds to success on the whole test.
 Item Difficulty (ID) - finding out the % ofItem Difficulty (ID) - finding out the % of
people who get the item right in the try-outpeople who get the item right in the try-out
group.group.

18. 4. Make appropriate evaluations of4. Make appropriate evaluations of
different kinds of items.different kinds of items.
 Performing them may not be practical,Performing them may not be practical,
especially if the classroom-based testespecially if the classroom-based test
is a one-time test. But for ais a one-time test. But for a
standardized multiple-choice test that isstandardized multiple-choice test that is
designed to be marketed commercially,designed to be marketed commercially,
or administered a number of times, andor administered a number of times, and
administered in different form, theseadministered in different form, these
indices are a must.indices are a must.

19. 4. Make appropriate evaluations4. Make appropriate evaluations
of different kinds of itemsof different kinds of items
 There are different form of evaluationThere are different form of evaluation
for other types of response formats.for other types of response formats.
(e.g, Production responses)(e.g, Production responses)
 Practicality -Practicality -
 Clarity of directionsClarity of directions
 Timing of the testTiming of the test
 Ease of administrationEase of administration
 Time required to score responses.Time required to score responses.

20. 4.4. Make appropriate evaluationsMake appropriate evaluations
of different kinds of itemsof different kinds of items..
 Reliability – is the degree to which anReliability – is the degree to which an
assessment tool produces stable andassessment tool produces stable and
consistent results.consistent results.
 Facility –Facility –
 Unclear directionsUnclear directions
 Complex languageComplex language
 Obscure topicsObscure topics
 Fuzzy dataFuzzy data
 Culturally biased informationCulturally biased information..

21. 5. Specify scoring procedures or5. Specify scoring procedures or
formatsformats
 A systematic assembly of test items in pre-A systematic assembly of test items in pre-
selected arrangements and sequences, allselected arrangements and sequences, all
of which are validated to conform to anof which are validated to conform to an
expected level of difficulty, should yield aexpected level of difficulty, should yield a
test that can then be scored accurately andtest that can then be scored accurately and
reported backreported back to test-takers andto test-takers and
institutions efficiently.institutions efficiently.

22. 6. Perform on going construct6. Perform on going construct
validation studiesvalidation studies
 No standardized instrument is expected toNo standardized instrument is expected to
be used repeatedly without a rigorousbe used repeatedly without a rigorous
program of on going construct validation.program of on going construct validation.
 Any standardized test, once developed,Any standardized test, once developed,
must be accompanied by systematicmust be accompanied by systematic
corroboration of its effectiveness and bycorroboration of its effectiveness and by
steps towards its improvement.steps towards its improvement.

23. Standardized Language ProficiencyStandardized Language Proficiency
TestsTests
 Standardized oral production testsStandardized oral production tests
1.1. TSE – Test of Spoken EnglishTSE – Test of Spoken English
2.2. OPI – Orals Proficiency InventoryOPI – Orals Proficiency Inventory
3.3. TWE – Test of Written EnglishTWE – Test of Written English

24. Standardized Language Proficiency TestsStandardized Language Proficiency Tests
 Commercially produced standardized testsCommercially produced standardized tests
of English language proficiency:of English language proficiency:
1.1. TOEFL – The Test Of English as a ForeignTOEFL – The Test Of English as a Foreign
LanguageLanguage
2.2. MELAB – Michigan English LanguageMELAB – Michigan English Language
Assessment BatteryAssessment Battery
3.3. IELTS – International English LanguageIELTS – International English Language
Testing SystemTesting System
4.4. TOEIC – Test of English for InternationalTOEIC – Test of English for International
CommunicationCommunication