TEST TECHNIQUES Norm-referenced vs.

Criterion-Referenced Testing
Direct vs. Indirect Testing Discrete Point vs. Integrative Testing Norm-referenced vs. Criterion-
Referenced Testing Objective vs. Subjective Testing

27  Direct versus Indirect Testing

Direct Indirect

Requires the candidate to perform precisely the Attempts to measure the abilities that underlie
skill that the test wishes to measure. the skills in which the test is interested.

Easier to carry out when it is intended to Attempts to measure the abilities that underlie
measure speaking and writing skills. the skills in which the test is interested.

 Direct Indirect Has a number of Attempts to measure the abilities that underlie
attractions: the skills in which the test is interested.

 Relatively straightforward to create

conditions.

 Assessment and interpretation are also

quite straightforward.

 There is likely to be a helpful backwash Attempts to measure the abilities that underlie
effect. the skills in which the test is interested.

 Composition writing to know students’ Underlined items which the student needs to
writing skills. identify as erroneous in formal standard English

 Composition writing to know students’ Lado’s (1961) proposed method of testing

writing skills pronunciation ability.

Some tests are referred to as semi-direct.

 

28  Direct Indirect Requires the candidate to perform precisely the skill that the test wishes to
measure. Attempts to measure the abilities that underlie the skills in which the test is interested.

29  Direct Indirect Easier to carry out when it is intended to measure speaking and writing skills.
Attempts to measure the abilities that underlie the skills in which the test is interested.

30  Direct Indirect Has a number of attractions:

Relatively straightforward to create conditions. Assessment and interpretation are also quite
straightforward. Attempts to measure the abilities that underlie the skills in which the test is
interested.

31  Direct Indirect Has a number of attractions:

There is likely to be a helpful backwash effect. Attempts to measure the abilities that underlie the
skills in which the test is interested.

32   Composition writing to know students’ writing skills Underlined items which the student needs to
identify as erroneous in formal standard English

33  Examples Direct Indirect

Composition writing to know students’ writing skills. Lado’s (1961) proposed method of testing
pronunciation ability. Some tests are referred to as semi-direct.

34  Discrete Point versus Integrative Testing

35  Discrete Integrative Refers to the testing of one element at a time, item by item. Requires the
candidate to combine many language elements in the completion of a task. Discrete point tests will
always be indirect while integrative tests will tend to be direct.

36  Examples Discrete Integrative

Form of a series of items testing a particular grammatical structure. Diagnostic tests of grammar.
Comprehension of words and the ability to use them correctly. Free composition. Cloze test

37  Norm-Referenced versus Criterion-Referenced Testing

38  NRTCRT Scores are interpreted relative to each other in a normal distribution scheme (bell
curve).The idea is to spread the students out on a continuum of knowledge. Interpretation of scores
is absolute and may be representationalMeasures students’ ability against the predetermined
standard

39  Objective versus Subjective Testing

40  Objective Subjective If no judgement is required on the part of a scorer Objective in the sense
that there is only one answer. If judgement is called for If the scorer is not looking for any one right
answer