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Trslrrrrc nru o EvnLUATIoN
INTRODUCTION
Basic Terminology. Match each term-to its definition.
Define "fluency".
Do you find the following definition from Random House Webster's appropriate? Can you lmprove it?
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"fluency = ability to speak or write smoothly, easily, oi readily"
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According to research, less than haif of the variability of academic achievement is explicable in terms ofcognitive aptitude. (Sarah Zafar Khan, 1969). What does this entail?
The number of types of language tests is directly proportional to the number of purposes for which
language tests are developed, Some tests serve a variety of purposes while others are more restricted in
their applicabilily. There are a lot of brgad categories of tests, rnany of which stand in opposition to one
another, but they are at the same lime bi- or muiti-polar, which indicates few of them are entirely
adequate in and of themselves. . ::t \
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Cloze test is designed to test the ability of students with different language trainingbq;kgrounds orto show if students are able to use a language in a specific area.'ttl
Diagnostic test
X
. # one that requires filling in the blanks in a passage from which there have been
fiystematic or random deletions. Usuaily every fifth or sevenlh word has been
qfpoeA from the passage beginning at a randomized starting point.
Proficiency test /! J- designed to provide information 'about specific strengths and weaknesses of
\ne test taker. It is usually designed to guide remedial instruction.\
Standardized test is Fn array of similar tests intended for use together,
Test Battery ,,G one that fias 6een administered to a large group of exarninees from a targeti-boputation, often more than 1000 persons, and has been analyzed and normed
"$0, ,r" with other samples from that population.
Test Item
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pny unit of a test that elicits responses which can be scored separately and
gelated to the skills the test is measuring as a whole.
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\Selecting, rejecting or Erouping (of people, objects, ideas) by systematicexamination
BASICS ON TEST COFESTRUCTTON
What factors influence test construction?
- THE PURPOSE
-DIAGNOSIS AND FEEDBACK
-scREENTNG AND sELEcrrcN ^ ayrt,tvp la&7
-PLAcEMENT - f'"af1oe'-n &-pRocRAM EVALUATIoN AJu'tt"**-*J ItA
- WHAT SHOULD BE TESTED AND TC WHAT STANDARDS
-WHO IS THE TARGET POPULATiON
-INSTRUCTIONS FOR EXAMTNEES AND FOR EXAMINTRS
.FOLLOW-UP/INTERPRETING TEST SCORES
BROAD CATEGOREES SF TESTS
-CRITERlON- or DOMAIN-REFERENCED vs NORM-REFERENCED or STANDARDIZED TESTS
'1JSPTTO VS POWER TESTS
A check!ist for test evaiuation
i{ame of iestPurpose intendeci
EVALUATION OF TESTS
-THE PURPOSE OF THE TEST /
-CHARACERISTiCS OF THE EXAMINEES /
-ACCUMCY OF MEASURFMENT /
-THE SU]TABIL]W OF FORMAT AND FEATURES/
-THE DEVELOPMENTAL SAMPLE /
-AVAILABILITY OF EQU TVALENT/
-SCORING AND REPORTING OF SCORES I
-THE COST I "
.THE PROCUREMENTi
-THE POLITICAL ACCEPTABILITY /
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T€st Characteristic
1. VALIDITY
2. DIFFICULTY
3. RFLIAB]LiTY
4. APPLICABlLITY
5, RELEVANCE
6, R.EPLICABILITY
7, INTERPRETABILITY
8, ECONOMY
9. AVAILABILIW
I"O, ACCEPTABILITY
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The text used i*r tl-ie cioze iest shouid be lons e nci-:gh to aiiorv a
reasonable number of eieietions - icieaiiy 4* cr 5*-bia;:kslfn* :licrc bianks
contained in ihe text, the more reiiabie ihe ricz* iesi1!'iil qerzernilY p{cVr.There are tlvo :-nelnCdS *f sccring a ci*zt ltsi: ci.re n-rark mav be
arvarde'j t"cr e ach arce ptsbis afiswer or els* c'i':e i::aik :-nat' be a*'ardeLj icreach e.rlct answer, *cli: r:leihcGs ha-'ts been l-*un{i rei!a!rle : 30;'*e ai-quc
that ths fcrrner mrthoii is verrv litt!e b*ri-*i thai: ihe iaiter an'j d*es n*treallv justiiy thc adCiticila! \."'Grk Ei:la!led ii: definir-lg what cc11.5iil;itc:c 3n
acceprabie un.trer f*r eacl: item. ld-*ver:hel*-cs. it appeais a. itirrr it:t Ncr
the stucient if anv reasanable eQui'raie*i is acc*:;i*i. in arlditi*n' nc
stucjenr shci.lici be penalised fcr rniss*eiiir:gs x*l*ss a wcrd is sc cacl!','sp*lt
that it j1inilOf 'ne underuiO**. Gramnia:ical errcrs. h*'"veve r, Shcuid be
penali:*C i;: ihcse ciaze i*sis lvhich are cicsig:.red lo. {Eeasi-irc lamiiiaritirvith thc granimar of tiie lane',.:age ralher than re arilng'
\\'he*re poss!b!e , siuicnis shculd be requirei t* fiii in each biank in lh';
rcxr ir>clf. Tirs pr*cedure approximatcs !-nl}tr cir;s*l,t t* the reai-iife,iasks
involr.c.i rhan an1,rneth*d which r.--quires therri i,.> wrii*:he deilted iiems
On a Sr.ir:lritlc an:\\,er -sheei or llst. lt f he te xt;h*s*r fcr a ci+zc lesi
cclniain: I itt{ i;f iacis r:r ii it c,.xiccilrs 3 parlicuiai subject. sorfie stuCeit"t:
may bt lble it': n:ak-e 'rhc;*quirccl ccrnPlet-i+;:s frorn rh*ir backgrcund
kno11'ie,.jee riiihui-i: uncerslanding miieh ai the iexi" Cct:Sequentl)/. ii !s
essenti.rllR cittzc irsii {'ds in clher ivpe: r:f re aCing iestsi l*'iraw uF*n it
subjccr r.r'*icn is n:,:ti:ii in batli cCfiIsnI and la*guag* ve;le t'i.used". F!naiir '
it is ahiuv-c i,.dvaniagr-ous t* provide a'!ead-ir:': thus *c deieti*ns shcuic n-'
maijc in inc fir-st fc.'v seniCn.cs:c ihai ihe :iuder:i-q have a chencE t*beconic iarniliar iviih ihe .:rutiror"s siv!e and aupr*ach ia ihe si;bjett *i thc
tt'*t'a,.',=* p;ucei.rrt as it iltfasure oi i-eadine difficuily anC iei;'Cing
comprchcn,t!r--n u,iii le ircatec briefiy in the ieieva*: secii*n <;f ti:e chaptc:-
cln t.lsiing reading c,Jn,Frehe r.sion. *.estaich stuGi*s" h*ws';el" hai'e sh{rtr.n
thar pciforman.. on cioze ies-is ccrreiai*s i":ighiv rvitn li-:e iist*aing" rvritirrg
anct ipeaking ah:iiries. !r: cther w*rcS, c!*z* ie:i:ng is a gcod indiealcr cfgcneral linguis-tic abiiitv. i;rciuding ti:e ability lo use iai:gi-:age arprcpriate iriccurciing io pariicuiar l:s.:g"L:islic and sit*at!*i:ai c**lrxis, 1t ls arg'tiec-{hrtthree i-.,'pes oi k*i:vyie dge ar* reqr:ireci in ,:rd*r t* perl*:r* silce*ss{":iir"- on a
cloze trir: iinguislir kn*wierlge, :*xtual kn*rviedge . and kncv;itCge E",-i ihe
wOrld.: As ir resuit *isl-:iir*seareh fi;.iringS. ei,;z*:fSiS ar* n'+ii/ uSCf nCi
Oniy in ge ncral achicvc;-*e::i a*d pra*cie :-:c1' :*StS b*i aisc il-: scrfl*classrcom piace me -t ies:s anri diagnosiic iests.
Dictaticn, ai!$Lhci ;najcr ivpe *f inlegraiivc ifsi. r.'as previcusivregarcied suici'v e: a i-n€iiils Of rneasur'ir:g stude*is'skills cf llste::ing
_g.e*1plebgq-*rq+. T"L+t, +tg:g:l-i::glv*i in t*sts of diciaticr;1;re rc€ar:tti. Tfi.F;::Geraied-s^ffi1sTnvof6were larqe iy cve rlc*ked until tairiy r*eer:liy. grated skliis lnvoivei
in tests or ciiciati':* !nciude a'*ditcry dis;rr:-et!n,;iice-r. lhe audiic-:r].' fi:rffis]r3'
Span. spe liing, t.hr ree*g::igio* *f s*ui:d sf,gIl"i*i:is, a fan:iliaritV wiqh tne
grammatical a*d l*>:icalpatlelning of thrc iang*age, arld *v*rali iextualIomprehension. Ur:f*rtunately, hc*-€\'er" ther* is nc re liable way cfasscssing the re lar!";* imFarlance cf ihe diffe re nt abiiilics requir*d, a:td
each e :-ror in the <iicta'ii*l-r is usuaily penaiis** ir: exeetiy :he sarn* waY"
Dictaticr: r*sts ean prave ga*d predi*t*rs cf gi*bai lang"'-lag* a*iiityCven tholigh s*rr:e rcfent r*searenz i:as f*r':qtd that dieqatlc:: t=*gids i*measufe iower-*rd*r ianguag* ski{!s s::13: as siraighEf**;aard
2
comprel]eftsicir :"ati:cr tlian the i:ig]:er-*r*9er ski!!s sr:*h as rnferer:ce. Thedictatiq:n *f l*nser p:cees cf cllsc*urse {i"*. ? t* i* iv*rds at a tin're} isrecorilme nded as b*ing preferabi* i* thc dicsaai** *i shcrter wcrd gr*L:ps(i.e. three tc flve w*rcis at a iime i as ir: ihe traditi*nal diclarians *f thepast. Used in lhis wa_n*. cictatio* lr:v*lves a riynanlic process of ar:alysis b3,
synthesis. Cra*'ir:g *sl a Learner's'grairlmar cf expectancv'r and resulting inthe construct!ve pr*e*ssi*g *f thc rc'!essagf h*ard"
if ther* is s:* ci*se relati*nshil betv*cen ihe s*uiiels cf a ianguage ancthe symbcis r*pr*sests;cg thern" it r:;*y b* **ssibi* i* u:":rj*istand ivhat is
beingspcken wilh*ut be!*g abie :* +;riie lt d*w;":* F€*n"'rever. in F,*giish,whe re there is a iairi3,' ei*se r*laiic:r:ship b*twee* :i:e s,}u*ds asid ih*spelllng syst€r*, rt is s*n:*tin":cs p*ssible t* r*r*g*ise ti:* is:diviCual scur:deleme nts v''itt":*r-it fxiii' a:ncierstandi::g ih* crlcaning +f v;har is spoken.Indeed" s#$le ag:pli*ei ii-i:guists..and t*achr*rs arg** tha" dict:ationcncourages rh* siuel*nt tc facus his *r h*r ali*:'lti*:-: a** rnuch *n th*indivicjual s*Ll*ds raihcr lhan *n ii"i* mea::!ng cf ti:c text as 3 "rr':i11;ig" Sr:ei-i
conccr:iratio:"i *n sing!* scunci segffiei-!is ici Eise li is guff,cient tc i:=apair theauditcr3r *1e:r:Liril spa*" thius rnaking !l iiiff,cuEt f*r th* st*d*nts tc r*iaineverything thev h*ar"
Wiren dielaii*;: !s given. i: is advlsilbi* t* iead ti:r::r:gh the whci*dictaiicn pas$age at appr{.}achi*g i:*rir:a! c**vcrs*ti*nii sp**d first *t aii.Next, the teac*;r sh*uld begln t* iiietai* {eichcr *nc* ':r t*'ie*} inmeanimgf*l u;"airs *f sulfieieni ie*qrh t* eliailr:r:g* rh.s s;ud*: :'g sl:*rt-t*rr::memory span" {S*rc"e* leachers r::islal:*niv ie*i ghat :he '; *a:: rnake ih*dictati*r: easi*r l;y l*adil:g oL:i the i*x-' .'-r,*rd b:.' rE*r,J: ihis Frccedure ,;a*
be extremeiS;1*.*fr-:l ar:d *nl3 seivri l* i-';reas* i?r* iiffir*ity +f ihsdictarrc:: b'v *bsrurii-:s ti:* mcar";ing *i e ::e h *hras*.; Fi*aii"v. afte r lhedictaei*::. the rvhuie passaEe ls r*ad *i:c* i{r*r* a: siightiy si*wer thar:norr*al spced
The falic.,r'i;:g is an exampl* *f part *f a dietati*n pa"ssage, suitabie f*ruse at a:: inte rsneC:aie Lrr fairlv ;riivanceri i*ve l" Tlle cbiique strck*s d*n*iethe u::its tvhlci: ih* examiner r*usi Lr'bsflrv* "uvhen ciietatir:g"
Before th* seccr:C haif of the n!n*t**nih .:enturyr / the ta;i*st *iseks *fcffices .l wei'* **i5, thre* *r faur s?-.=i=*y= hrgh il A-s bi-:sincss expand*c;tand the *s*d fcr off!*s ace*rnm***i!+n g:"*rtu' ru:*rc and rn*re acui.*;erchiie*t* b*San i* rBa* ta!ie r"bi.:i1cir-'gs. -,'f W**d *r"rd ir*s-:, hcuvever. ir
w*re ri*l srr*r:* *ne LFgh rn*qerlals fr*r* u.'n;cL i.r rcnstr***i tal! buiidi;:g;"'!'Fr-.irth*rrc'l*t"s, :h* iriventi*n *f *?*el fi*'va.' med* it p*ssibi* ltc c*r:str*ctfrantes sc str*n*;rth*? th€'V w'*i:i,j eir-p*ri the ver',u'galiest nf br":i!din#s"lil
.,]
EXAMPTE OF TEST DESCRIPTISNS {quaiitative modes cf assessinent, perfcrmance levels, etc}
WnlTfEN Ei\jGl-151-i
Paper 1 - Am*rrg tht iterns te be tesied are: writlng nf fcrma{finformal
ffi i n iti ati r-: i{efi * rs a g-r d'resp* nd i n g t* th erci ; v,'r!t! n g ** n:tecte d
proSe, Sfr tcpics rele',i*sti {C anY C=r:dldei*'s sitr-:sti*n, i* th* f*rn'r *fmessages, ncticas, signs, p*Stc*rds' lists' *t*"
Paper 2 - Amang th* iten-rs to b* tesied are: th* us* *f a dieti*l-:e ry;
auiiltv {"c fill in r*rn':s; e bility tc fciicro instructior':s, to r*cd far"thc
general r-Ir€ani*g *f * tc>:i" tc read i* *rde r t* se!set specifie i*fcrmaiion
SPOKEN Ei\JC;-]--qF,
Section i *Scciai EnGi;sh
Candidates t-nus: re :*ie tc-(a) ftead and write nurnbers, leit+r's, anfi eCrnr:':*r.t **hreviati*s:s"
tb) Partlcipaie E* sh*1i and simpie cued r*ilvers6t!*;-c, p*ssibiy using
visuai sti:nu11-
{c} Respand appr*prietely ta everyday si:uatians d*scc-ibed in very
simPle tei'ri^,s.
{d} Answer quest;ans i* a ciireeted sltuaii*n"
Sectian 2 * Coryglghensi*nCa"aidet"-s rt=t:sg b€ el-:i* {t::
{ai undersl*nd th* *xfi{: me ening *f a sEmpi* *F"cs *f spe***, a*d
i ndic*te this coi-:-:rr*heilsisn bY ;
- r-lrarking a fi:#P, Pien, cg griri;
--.**-4hrs0-qfu1+€he;::c*s1apprc.p;.ieta-*f-.gS,*-f drllqrigi=;-*** stating wl-leih*r" or R*:, or h*..eJ, t!'t* *'..:l*i st!n:uir-:s reiaies t* the
visual;- answering si:nri* questicns"
ib) Understanitf-u *asie and *sssntic: rr:eanis"rg *f e piece *f s$*ech t**diffie uit t*- L,* unii*rsi**d *crr'p:*t*iv
Sectian 3 - Exte nded SPeaxirrg
e#Hffi i* spc*xf*r 45*** =ee*s:ds ic": a *it**ti*n *r
situatie ns iik*ly tc b* aprr*pr!aie !* re*E li€* f*r a sp*ak*r *t thEs ievei'
This nray ine iudc *xpi*neti*n, adv;C*, rsq**s?s, *ry*lcgi*s, *tc" n'*t tcvii!
nCIt dfifi":er:d any e-:s* cf the le*gr.rage i* *ih*r tn'** nt**decle anc
pressing ei:-eum*iairces. 9t is assum*d *€ this 1*vei lhai: r':* cand:e ate
would speak at !*ir6th !i-i r*ai iife u*E**; ir *v*i* r*aiiv n*ee=s*rY. sil t:14*t,
far exampl*, n*rr*iiv* qrs*uirj net he expeeib* exe*pi in €he e*nt*xt *fsometi-ring ilke *n *Npian*ti*n *;'ap*i*gy.
11
EXAMPLE OF OPERATISNS, TEXT TYPES AND FORMATS W'{iCq-I FORM Th{€ BASES OF A TEST
{BASTC TEVETTESTS OF READTNG AilrD SPEAKING}
TESTS OF READING
Operations * Basic levela. Scan text to tocale specific information'b. Search through text to decide whether the whole or part is re!evant to
an established need.c. Search through text ta estabiish which pari is relevant tc an
established need.d. Search through text to eveiuate the content in te:"ms of previously
received !nforrnati o n.
Text Types an_Q Tcpics - Easic Level
FormLeaf letGuide
-frrno' YPU
XnGu, nce rn enin^-^.;^+;^-I'JC-Jur luLrulJ
Com mentAnecdote!okeBeporr/Summary
Adver-tisemeRt f'iarrationLetterPostcar-dFormSet of instruciionsDiary entryTimetableMaplFlan
Forlnqta. One paper of 1 frcur. in eCditior:, candirjates ai-e allo'uved ten minut€s
before the start ci ihe examinatlon t* familierise ihenrselv*s with the
contents cf the scuree material' The q:Jest;CIn paDer musl not be
looked' at during th!s time-b. Candidates w!li be provicied with scurce rnatsr"ia! in the fcr*r cf
authentic booklets, brcchures, ete. This materi*i may be the sarne at
all levels.c. Ouestions wll! be cf the following forms.
i) Multiple chciceii] True Faiseiii) Write-in {single wcrd or ph:'ase}
d. Mcnoiingr.:al *r biiingual-dictionaries maY be used freely'
*)
TEST OF ORAL IT.JTERACTICN
Onerations * Basic Levei
Expressing: thanksrequirementsooinionsccmmentattiludeconfirmatisnapologywantlneedinformation
sequence of evenis
infcrmaticndirectionsservice{ancj all areas abcve}
Types of Text,4t all level"s canciidat€s rnay be expected tctaka part in dialogue and
mu lti-pa r-tici pa nt i nteractions'
The interactions will narmally be oi a {aee-to-face neture but telephone
conversations are n+t exciucied'
The candidate may be asked tc taks parl in a slmulaticn of any
interacticn derived frorn the list of generai areas cf language use'
Howeve;-, he'will nst be asked io assume speciaiised ar fantasy e"oles'
FormatThe farmat wi{l ne-iire same at each levei'
a. -lesrs are divided into three parts. Each part isobserved by an
assessor ncnrinetec bg 15* Bcerd. Ths assesscr evaluates and scsr€
the candidar,e's perfci-mance .bui,
takes no parl in the conduct of the
tpct
b. Part lconsists cf an :nteracti0n between the candidate and an
interlocutor';"*h* will nornraiiy be a r€Fresentetive *f ihe schacl or
centres where the test is hetd and wi!{ normally be krrown t* the
candidate. -l-his interacti*n w!il norri-:ally be faee-to-face but teiephc*
formatsarenotexcluded.TinreapprcximstelYSmiE:t":tes.c. Part i1 canslsts cf an interacti*n between eandidates in pairs {or
exceptionaiiy in thr*es or w'ith cne *f tne pair a ncn-€xarninatisn
candidatel. Again tl-ris will ncrmally be face-tc-face but teiephone
forrnats uru nlt exclucied. Tinre approximately 5 nrinutes"
-*_J,* p-ag-tu*q-o + *iqi1-ql-gJgpgfggi*I1 c ',If id
ate s t c t h e i n te rl o cu tc r
iwho has b;;;;E;;nt frcmTlte rc Pa"rrit--
Ti.nre aPPrcxinratelY 5 minutes'
Narrattng:
Elicitir:g:
b
SprctrrcnloNs FOR Trsr WRrrrRs:
1. What is the purpase of the test? Look at the fciiowing examples:
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2. What sort of learner wii! be-taking the test? iConsider age, sex, level of proficiency/stage oflearning, first ianguage, culturai background, eountry of crigin, level and nature cf edueation,reason for taking ihe test, professional interests, iikely levels of background {wonld}knowledge)
3. How many seetiotls/papers should the iest have?
4. What target language situaiion is envisaged fsr the test?
5. What text tyBes should be chosen * written *nd/*r sBaken? iConside r sources, difficulty,length, functions)
6. What language ski//s shoulei be tested?
7. What language elernenfs should be tested?
8. What sort of f*sks is required?
9. How many items are requir'Ed for eaeh section and what is their relative weight?
10.What test methads are to be used? {eonsider multipie clrciee, gap filling, matching,transformation, short answer questisn, piciure deseription, role play with cue cards, essay,structured writing)
11,What rubries are to be used as instruetions f*r candidates?
12.What criteria wi!l be used for assessm€nt by markers?
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