TYPES OF LANGUAGE ASSESSMENT KINDS OF LANGUAGE TESTS
LANGUAGE ASSESSMENT
-Is the process of gathering information about
person knowledge ,skills ,abilities
KIND OF ASSSESSMENT AND EVALUATION
FORMATIVE ASSESMENT
-used to monitor progress and identify areas
where student need .
SUMMATIVE ASSESMENT
- Used to measure achievement at the end of
unit/ course.
DIAGNOSTICS ASSESSMENT
- Used to identify a student’s strength/
weakness
PLACEMENT ASSESSMENT
- Used to place student in appropriate level
and course.
TYPES OF ASSESSMENT TOOLS
STANDARDIZED TESTS
- Designed and administered in a consistent or
Standard manner
- Everyone take same question/get grade same
way.
CRITERION -REFERENCED TESTS
- CRTS assessment designed to measure how
well an individual perform with criteria
PERFORMANCE -BASED ASSESSMENT
- PBA is a method to simply testing your ability
to apply your skills in real world situation.
PORTFOLIO ASSESSMENTS
- Is a method of evaluation of skills by looking
at a collection of work over time.
PROFICIENCY TEST
- Test measure a person ability to use language
in communicative way.
TOELF- THE TEST OS ENGLISH AS A FOREIGN
LANGUAGE
- Widely used English proficiency tests.
- Paper-based/ Computer-based Formats
IELTS- INTERNATIONAL ENGLISH LANGUAGE TESTING
SYSTEM
- Another English proficiency test
- Academic/general training modules
DUOLINGO ENGLISH TEST
- Proficiency test online, affordable but not yet
widely accepted.
ACHIEVEMENT TESTS
- Measures a student’s progress in language
course.’’tests/quizzes.
PLACEMENT TEST
- Place student in the appropriate level of
language .difficulty with grammar,vocabulary
DIAGNOSTIC TESTS
- Identify a person strength , use to help
teacher create individual plan.
APTITUDE TESTS
- Assess the person’s capacity for learning a
new language/ability to learn pattern.
WHAT THEY MEASURE
- COGNITIVE ABILITIES-memory
- LINGUISTICS AWARENESS- sensitivity to
sound/ structure of language
- LEARNING STYLE- preferred approaches to
learning new information.
- MOTIVATION AND ATTITUDE-interest in
learning a new language
LANGUAGE TESTING APPROACHES / TECHNIQUES
APPROACHES TO LANGUAGE
- Language test can be categorized by four
approaches
ESSAY -TRANSLATION APPROACH
A.CHARACTERISTICS AND TYPES OF TESTS IN ESSAY
TRANSLATION APPROACH
- Approach is commonly referred as pre-
scientific stage of language testing.
B.STRENGTHS OF ESSAY-TRANSLATION APPROACH
- approach easy to follow because teacher
simply use subjective judgement
C.WEAKNESS OF ESSAY-TRANSLATION APPROACH
- subjective judgement of teachers tends to be
biased.
STRUCTURALIST APPROACH
A.CHARACTERISTICS /TYPES OF TEST OF
STRUCTURALIST APPROACH
- approach views that language learning
concerned with a systematic acquisition
B.STRENGHTS OF STRUCTURALIST APPROACH
- testing student capability
C.WEAKNESS OF STRUCTURALIST APPROACH
- tends to be complicated job for teacher to
prepare questionaries using this approach.
INTEGRATIVE APPROACH
A.CHARACTERISTICS /TYPES OF TEST OF INTEGRATIVE
APPROACH
- involves the testing language in context,
concern with primarily with meaning.
B.STRENGHT OF INTEGRATIVE APPROACH
- approach meaning and total communicative
effect , vary useful for student in testing.
COMMUNICATIVE APPROACH
A.CHARACTERISTICS/TYPES OF TEST OF
COMMUNICATIVE APPROACH
- concerned with primarily with how language
is used in communication.
B.STRENGTHS OF COMMUNICATIVE APPROACH
- able to measure all integrated skills of the
students
TEST TECHNIQUES
1.DIRECT VS. INDIRECT TESTING
DIRECT
- requires the candidate to perform precisely
the test wished to measure/number
attraction
INDIRECT
- attempt to measure abilities that underline
the skills which the test is interested.
SIME-DIRECT
- although not direct but still stimulate direct
teasting
2.DISCRETE POINTS VS. INTEGRATIVE TESTING
DISCRETE POINT
- item would test simply one point /object.
INTEGRATIVE TESTING
- refers to an integrative item that would test
more that one point/object
NORM -REFERENCED TEST
- student score are interpreted relative to each
other .
CRITERION-REFERENCED TESTING
- measure student ability against a
predetermined standard.
4.OBJECTIVE VS. SUBJECTIVE TESTING
OBJECTIVE TEST
- there is only one right answer
SUBJECTIVE TEST
- refers to a free composition /answer not look
only one right answer.
- Distinction here is between method of
scoring.
TEST CONSTRUCTION
- Refers to the science and art of planning,
preparing, scoring result of tests.
PHASES OF EVALUATION
PREPARATION PHASE
- Teacher decide what to be evaluated
ASSESSMENT PHASE
- Teacher select appropriate tools and
techniques
EVALUATION PHASE
- Teacher interpret the assessment
information and make judgement to student
progress.
REFLECTION PHASE
- Allows teacher to consider the extent to
which the previous phases in the evaluation
process have successful.
STAGES OF TEST CONSTRUCTION
PLANNING
A.GOAL – a vital step in the development process.
B.FORMAT- test developer will have consider
format-related
C.TASK- there a myriad of possible test tasks
DESIGN
A. COLLECTING TESTING MATERIAL
- An appropriate degree of situational
/interactional authenticity
B. WRITING A DRAFT
- Often contain more question and items .take
down.
C. EVALUATING THE DRAFT VERSION
- Team member where non involved in writing
draft version will have close look at test then
decide.
D. REWRITING THE DRAFT VERSION
- Based on observation made by
reviewers ,rewritten and refined until team is
happy with it.
DEVELOPMENT
A. PILOTING- test distributed among groups
B. REVISING- bases on the result of piloting the
final will be composed.
QUANTITATIVE ANALYSIS
A.CRITERIA OF A GOOD TEST
- Creating a valid and reliable language test.
KEY CONCEPT TO GOOD TESTS
RELEVANCE
- Extent to which it is necessary that student
able to perform task
REPRESENTATIVITY
- Extent to which task represent a real
situation
AUTHENTICITY
- Extent to which the situation and interaction
are meaningful
BALANCE
- Extent to which each relevant topic/ability
receives an equal amount of attention.
VALIDITY
- Extent to which the test effectively measures.
SUB CLASSIFICATION OF VALIDITY
A. CONCURRENT VALIDITY- if the score it gives
correlate highly
B. CONSTRUCT VALIDITY- if score can be shown
to reflect a theory.
C. CONTENT VALIDITY- if items or tasks or task
made up constitute a representative sample
D. CONVERGENT VALIDITY- if there high
correlation between scores achieved
E. CRITERION -RELATED VALIDITY- if
relationship can be demonstrate
F. DISCRIMINANT VALIDITY -if the correlation it
has with test of different traits
G. FACE VALIDITY –a test appears to candidates
H. PREDICTIVE VALIDITY- an indication of how
well a test predict future .
FACTORS THAT INFLUENCE VALIDITY
- APPROPRIATENESS OF TEST ITEMS
- DIRECTIONS
- READING VOCAVULARY AND SENTENCE
STRUCTURE
- DIFFICULTY OF ITEMS
- CONSTRUCTION OF TEST ITEMS
- LEGTH OF THE TEST
- ARRANGEMENT OF ITEMS
- PATTERN OF ANSWERS
RELIABILITY
- Refers to consistency and stability
NUMBERS VARIABLES INFLUENCE TEST RELIABILITY
1. SPECIFICITY – question should not open to diff.
interpretation
2. DIFFERENTIATION – test discriminates between
good/ poor.
3.DIFFICULTY- test has a adequate level of difficulty.
4. LENGTH- test contains enough items.
5. TIME- student should have sufficient time to
perform a test/task
6. ITEM CONSTRUCTION- a well- contructed is better
than a poor one.
THE IMPORTANCE OF QUANTITATIVE ANALYSIS
1. PURPOSE – is meant to give some idea about
reliability of the test
2. GETTING STARTED – development phase,
development process
COMMON STATISTICAL FORMULAS
1. DESCRIPTIVE STATISTICS -intended to offer a
general idea about test scores.
2. CORRELATIONS -illustrates by scoter plots.
3. ITEM RELIABILITY- analysis indicates the
discriminatory potential of a test item.
QULITATIVE – ANALYSIS
A. PURPOSE- not all topics are language
B. CATEGORIES OF APPROACHES
1. REFLECTION- approach aimedat gaining an
insight
2. VERBAL REPORTS- protocols are a way of
collecting qualitative data.
3. DIARY STUDIES- which allows researcher to
get an insight into there thoughts
3 VARIETIES
- UNSTUCTURED- informants free to write
what she/he format
- GUIDED- researcher gives informant
guidelines
- STUCTURED- researcher offers the informant
a diary.
C. TECHNIQUES FOR MONITORING STUDENT
PROGRESS
 - Some effective techniques for
monitoringstudent progress in the areas of;

- MAKE A VIDEO/ AUDIO

- USE CHECKLIST

- RECORD ANECDOTE

- INTERVIEW STUDENT

- PORFOLIOS

SELF ASSESSMENT – promotes student’s abilities in

responsibility.

PEER ASSESSMENT -allows students to collaborate

and learn from others

D.TYPES OF QUALITATIVE ANALYSIS

1. CONVERSATION ANALYSIS (CA)- focuses on

talk, speaking test.
2. DISCOURSE ANALYSIS (DA)- text and talk as
social practices
3. TEST LANGUAGE ANALYSIS- input or test
takes response for lexical richness.
4. TASK CHARACTERISTICS- types of validation
research.

BACHMAN AND PALMER (1996)- suggest a

framework of analysis

D.FEEDBACK METHODS

1. QUESTIONNARIRES- gather data such as

opinions
2. INTERVIEW-flexible way of gathering data.

F.REFERENCING

VARIOUS KINDS OF REFERENCING

NORM REFERENCING- the placement of learners in

rank order
CRITERION REFERENCING- assessed purely in term of
his ability.