< BACHELOR OF TESL >

< SEPTEMBER / 2022 >

< HBET 4503 >

< TESTING AND EVALATION IN ESL >

MATRICULATION NO : < 880202135308-001 >

IDENTITY CARD NO. : < 880202135308 >
TELEPHONE NO. : < 010-9797092 >
E-MAIL : < christinalawie02@gmail.com >
LEARNING CENTRE : < OUM LC MIRI >

1
CONTENTS PAGE

Part 1 / Task 1
3
1.0 Introduction
2.0 Fours Way To Measurement Students Language Basic Skills.
2.1 Reliability
2.1.1 Test retest reliability
2.1.2 Parallel forms reliability
2.1.3 Inter refer reliability
2.1.4 Internal consistency reliability
2.2 Validity 4-9
2.3 Wash back
2.4 Practicality
2.4.1 Digital Literacy
2.4.2 Problem solving
2.4.3 Speed reading
2.4.4 Leadership
3.0 Conclusion 9
Question 2 10 - 13
4.0 References 14

2
PART 1 ( QUESTION 1 )
1.0 INTRODUCTION

English is established as the most appreciated and widely accepted language

of the present world by reason of its accomplishments in every single realm such as
education, economics, marketing, globalization, science, media, modern information
system and automation, etc. This prestigious language is extracting attention to itself
as a language of virtue throwing up lavish possibilities it offers to a person for
prosperity and advancement in life. English as a second language (ESL) turns out to
be unavoidable as well as inescapable in the Indian education structure. To learn a
second language, a psychological and emotional participation is required to
communicate forcefully and to elucidate linguistic signification. The motive of this
study is to be acquainted with the importance of making use of all skills in learning
English. The four basic skills of learning a language are Listening, Speaking, Reading
and Writing. These are the four potentialities that authorize a person to assimilate,
construct and make use of the language in a meaningful social conversation. The
teacher is required to apply an array of techniques to integrate the necessities of the
students. The teacher mixes these techniques throughout the procedure of learning and
applies them towards the progressive advancement of proficiency as well as self-
confidence of the student in improving the efficacy of this cognitive operation.

In this papers we will explain about  how is principles of language assessment

can be applied to formal tests. In this chapter, those principles will be used to evaluate
an existing , previously published, or created test. And these all five cardinal criteria
for “testing a test”, they are : Practicality, Reliability, Validity, Authenticity, and
Washback.

3
2.0 Fours Way To Measurement Students Language Basic Skills.

Teachers spend a lot of time in class working on reading, writing, listening

and speaking with their students. These skills are essential for effective
communication and are the areas tested in many well known English language
examinations. We may work on a number of these skills within a single lesson,
however, we often teach students to do them in isolation. If we want our learners
to become successful communicators, we need to make the situations as authentic
as possible inside the classroom. Here a few way to measure their improvements
in the four basic language skills in English;

2.1 Realibility
2.1.1 Test-retest reliability

The test-retest reliability method in research involves giving a group of people

the same test more than once. If the results of the test are similar each time you give it
to the sample group, that shows your research method is likely reliable and not
influenced by external factors, like the sample group's mood or the day of the week.
Here are the guidelines for this type of research:

a. Pick a consistent research method

b. Create a sample group and ensure the members are also consistent
c. Administer your test using the chosen method
d. Repeat the exact same testing process one or multiple times with the same sample
group. Example: Give a group students a survey about their satisfaction with their
school's parking lots on Monday and again on Friday, then compare the results to
check the test-retest reliability.

4
2.1.2 Parallel forms reliability

This strategy involves giving the same group of people multiple types of tests
to determine if the results stay the same when using different research methods. If
they do, this means the methods are likely reliable because, otherwise, the participants
in the sample group may behave differently and change the results. For this strategy to
succeed, it's important that. Example, each research method is looking for the same
information and the group of participants behave similarly for each test

2.1.3 Inter-rater reliability

The inter-rater reliability testing involves multiple researchers assessing a

sample group and comparing their results. This can help them avoid influencing
factors related to the assessor, including personal, bias, and human error.

If most of the results from different assessors are similar, it's likely the
research method is reliable and can produce usable research because the assessors
gathered the same data from the group. This is useful for research methods where
each assessor may have different criteria but can still end up with similar research
results, like observations, interviews and surveys.

2.1.4 Internal consistency reliability

Checking for internal consistency in research involves making sure your internal
research methods or parts of research methods deliver the same results. There are two
typical ways to make this determination: 

* Split-half reliability test: You can perform this test by splitting a research method,
like a survey or test, in half, delivering both halves separately to a sample group, then
comparing the results to ensure the method can produce consistent results. If the
results are consistent, then the results of the research method are likely reliable.

5
 * Inter-item reliability test: With this assessment, you administer sample groups
multiple testing items, like with parallel forms reliability testing, and calculate the
correlation between the results of each of the method results. With this information,
you calculate the average and use the number to determine if the results are reliable.

2.2 VALIDITY

Validity is the most complex criterion of an effective test and arguably the
most important principle. A valid test of reading ability actually measures reading
ability not 20/20 vision, not previous knowledge in a subject, not some other variable
of questionable relevance. In other cases, we may be concerned with how well a test
determines whether or not students have reached an established set of goals or level of
competence.  Statistical correlation with other related but independent measures is
another widely accepted form of evidence. Other concerns about a test’s validity may
focus on the consequences of a test, or even on the test-taker’s perception of validity.

Here  are five types of evidence ; content related evidence, criterion related
evidence, construct related evidence, consequential validity and face validity.
Example fourth major principle of language testing is authenticity. A concept  that is a
little slippery to define, especially within the art and science of evaluating and
designing test. In test, authenticity may be present in the following ways :
 The language in the test is as natural as possible
 Items are contextualized rather than isolated
 Topics are meaningful for learner
 Some thematic organization to items is provided, such as through a story line or
episode
 Task represent, or closely approximate, real world tasks.
The authenticity of the test tasks in recent years has increased noticeably. Two or
three decades ago, unconnected, boring, contrived items were accepted as a necessary
component of testing. Things have changed. It was once assumed that large scale
testing could not include performance of the productive skills and stay within
budgetary constraints, but now many such tests offer speaking and writing
components.   

6
2.3 WASHBACK

A facet of consequential validity, discussed above, is “ the effect of testing on

teaching and learning”, otherwise known among language testing specialists as
washback. In large scale assessment, washback generally refers to the effect the test
have on instruction in term of how student prepare for the test.

A little bit of washback may also help student through a specification of the
numerical scores on the various subsections of the tesh. A subsection on verb tenses,
for example, that yields a relatively low score may serve the diagnostic purpose of
showing the student an area of challenge. Finally, washback also in plies that students
have ready access to you to discuss the feedback and evaluation you have given.
While you almost certainly have known teachers with whom you wouldn’t dare argue
about grade, an interactive, cooperative, collaborative classroom nevertheless can
promote an atmosphere of dialogue between student and teacher regarding evaluative
judgments. For learning to continue, students need to have a chance to feed back on
your feed back, to seek clarification of any issues that are fuzzy, and to set new and
appropriate goals for themselves for the days and weeks ahead.

2.4 PRACTICALITY

An effective test is practical. This means that it is not excessively expensive,

it stays within appropriate time constraints, is relatively easy to administer, and has a
scoring/evaluation procedure that is specific and time efficient.

The value and quality of a test sometimes hinge on such nitty-gritty, practical
considerations. And here example story about practicality. Someday, an administrator
of a six week summertime short course needed to place the 50 or so students who had
enrolled in the program. A quick search yielded a copy of an old English Placement
Test from the University of Michigan. It had 20 listening items based on an audiotape
and 80 items on grammar, vocabulary, and reading comprehension, all multiple
choice format. A scoring grid accompanied the test. On the day of the test, the
required number of the test booklets had been secured, a proctor had been assigned to

7
monitor the process, and the administrator and proctor had planned to have the
scoring completed by later that afternoon so student could begin classes the next day.

2.4.1 Digital literacy

This skill involves using computers and technology. You might require digital
literacy skills to work in a company that uses digital technology, such as mobile
devices, social media platforms and the internet, to communicate or store and convey
information. This skill enables you to manipulate, create and manage information.
Digital literacy skills often develop with new technologies, updates and applications,
so it's essential to familiarise yourself and keep up to date with programs like
spreadsheets and word processors.

2.4.2 Problem-solving

Employers often value individuals who can solve problems efficiently.

Problem-solving skills can help you define issues, suggest alternatives and make good
decisions. If you want to occupy a leadership position, having this skill is crucial
because it helps you provide solutions that can benefit a corporation. You can apply
this skill in any industry. To improve your problem-solving skills, you can play brain
games like puzzles and practise brainstorming and offering possible solutions to
problems.

2.4.3 Speed reading

Speed reading typically means understanding or absorbing documents quickly.

Many professionals use this skill to read several documents, emails, reports, files and
presentations in a day. Skimming and scanning are common speed-reading tactics that
employees use to increase their productivity. Scanning usually involves searching a
document rapidly to find specific facts, while skimming refers to quickly reading a
document to get a general overview. Acquiring this ability can help you improve your
logical thinking.

8
2.4.4 Leadership

Leadership skills are vital in helping you oversee the efficiency and
productivity of a team. This skill typically enables you to delegate tasks and organise
a team efficiently. This skill may help you advance your career and move into a
managerial role. Another benefit of developing this practical skill is that it can help
you reduce a company's employee turnover. This is because it involves coaching,
empowering and motivating employees to perform better. You can improve this
ability by practising active listening and providing feedback to employees and clients.

3.0 CONCLUSION

The four foundational language skills listening, speaking, reading and writing
never are independent zones but all the four together, holistically describes language
learning as a discipline. The first and the third are comprehension skills and the
second and the fourth are production skills. There is a basic and reciprocal
relationship between oral language skills of listening and speaking as is there between
the two written language skills of reading and writing. In this transactional world,
mastery over a language, more specifically English, the real global language, can
determine one’s success in life. Consequently, to develop complete communication
capability, mastering the four language skills of listening, speaking, reading and
writing are profoundly important for effective exchanges of information and ideas.

9
QUESTION 2

Assessments have become integral to today's teaching, learning, and data-

driven decision-making efforts. Educational assessment occurs in two major contexts.
The first is the classroom. Here assessment is used by teachers and students mainly to
assist learning, but also to gauge students’ summative achievement over the longer
term. Second is large-scale assessment, used by policy makers and educational leaders
to evaluate programs and/or obtain information about whether individual students
have met learning goals.

The sharp contrast that typically exists between classroom and largescale
assessment practices arises because assessment designers have not been able to fulfill
the purposes of different assessment users with the same data and analyses. To guide
instruction and monitor its effects, teachers need information that is intimately
connected with the work their students are doing, and they interpret this evidence in
light of everything else they know about their students and the conditions of
instruction. Part of the power of classroom assessment resides in these connections.
Yet precisely because they are individualized and highly contextualized, neither the
rationale nor the results of typical classroom assessments are easily communicated
beyond the classroom. Large-scale, standardized tests do communicate efficiently
across time and place, but by so constraining the content and timeliness of the
message that they often have little utility in the classroom. This contrast illustrates the
more general point that one size of assessment does not fit all. The purpose of an
assessment determines priorities, and the context of use imposes constraints on the
design, thereby affecting the kinds of information a particular assessment can provide
about student achievement.

Here is the one of propose that I use to measurement of my student in ESL

classroom for a proficiency students in English.

10
. YEAR 6

ENGLISH LANGUAGE

Assessment 1
Paper 1

PARTS MARKS
PART A /10
PART B /10
PART C /10
PART D /10
PART E /1O
TOTAL

SCHOOL:
NAME:
CLASS:

11
12
13
4.0 References

Lorena Manaj Sadiku. “The Importance of Four Skills Reading, Speaking, Writing,
Listening in a Lesson Hour”. European Journal of Language and Literature Studies.
Vol. 1, No. 1, 2015.

Abdel-Rahman Al-Eiadeh1, Dr. Mahmoud A. Al. Sobh2, Dr.Samer M. Al-Zoubi3,

Dr.Fadi Al-Khasawneh4. “Improving English Language Speaking Skills of Ajloum
National University Students”. International Journal of English and Education. Vol. 5,
Issue. 3, 2016

Lockwood, Robert E., McLean, James E. “Why We Assess Students -- And How: The
Competing Measures of Student Performance.” Accessed May 4, 2017. 
Retrieve from :
https://books.google.com/books/about/Why_We_Assess_Students_And_How.html?
id=WFGdAAAAMAAJ.

14