Delta Module 1 - Testing Concepts

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1. Achieve- A test which tests course content only and is given at the
ment/Summative end of a course.
Test A. L.: wasted information in gral. as it doesn't feed back
into the learning process.

2. Face Validity How the taker of the test perceives the test (was it useful
or not?) and what they expect from it.

3. Construct Validi- A test which tests the competences that is supposed to

ty test and nothing else. E.g.: a private student whose ob-
jective is to improve her presentation skills gets a multiple
choice test - low construct validity because it doesn't test
their abilities to present anything.

4. Backwash/Wash- The effect a test has on the course leading up to it.

back A. L.: instead of learning the broader range of skills/content
that the test is intended to assess, Ss simply concentrate
on a far narrower range of test-taking strategies/content
expected to bolster their score.

5. Content Validity Test that takes under consideration what has been studied
in the preceding unit(s) and should reflect it. E.g.: if the
students have been focusing on present continuous for
events happening at the moment but they are given a
reading test with the use of present continuous for future
arrangements and are asked to understand and identify it
then the test is low in content validity.
A. L.: it helps test what's important to treat rather than
what's easy to test.

6. Diagnostic Test A test which is designed to find out what Ss (don't) know.
A. L.: it helps T plan a course that's relevant to the learners'
needs.

7. Proficiency Test A test which is designed to know what Ss can do in a

foreign language regardless of the teaching programme.
It's used to assess if Ss met the gral. standard.
A. L.: Ss will feel motivated to try their best.

8. Direct Test
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 Delta Module 1 - Testing Concepts
Study online at https://quizlet.com/_395vcw
A test employing tasks which replicate real-life activi-
ties.E.g.: role playing a job interview, writing an application
letter, etc.

9. Integrative Test Test which includes various components of the skill e.g. an
oral interview (c.f. gap-fill on past tenses).

10. Progress/Forma- A type of test which is designed to assess learning during

tive Test a course. It's based on the teaching content.
A. L.: the TV and Ls see how they're progressing, and it
can help T/Ls set their own learning goals.

11. Placement Test It's used to find out what a S's level is before deciding
which course or level they should follow.

12. Predictive Validi- It's concerned with the degree to which a test can predict
ty candidates' future performance. To be effective, diagnostic
tests need to have high predictive validity.

13. Practicality This is related to how easy and convenient it is to admin-

ister a test. Materials available, the time it would take to
mark it, and how easy it would be to produce the materials
are aspects for consideration.

14. Objective Tests There is a single correct answer. They're easy to mark.

15. Subjective Tests They're dependant on the marker's judgement and they're
time-consuming as they involve decision making about
their quality and acceptability.
A. L.: Ss can avoid what they don't know or struggle
with./They can show off other knowledge beyond what
was set out to test.

16. Discrete Item Used to know if Ss can recognise/produce specific lan-

Techniques guage (E.g.: gap-fills, multiple choice tests).

17. Integrative Test- Used to know if Ss can use their combined knowledge of
ing Techniques single items or skills (E.g.: an essay, a dictogloss).

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