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LANGUAGE PROFICIENCY TESTING Lecture # 25. Review of the Lecture. Assessment principles Testing in assessment Types of tests Frequently used test formats. Quotation. Please God may I not fail Please God may I get over sixty per cent Please God may I get a high place - PowerPoint PPT Presentation
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LANGUAGE PROFICIENCY
TESTINGLecture # 25
Review of the Lecture
• Assessment principlesAssessment principles
• Testing in assessmentTesting in assessment
• Types of testsTypes of tests
• Frequently used test formatsFrequently used test formats
Quotation
Please God may I not failPlease God may I get over sixty per centPlease God may I get a high placePlease God may all those likely to beatme get killed in road accidents and may they die roaring.
Irish novelist McGahern
Important points to be discussed
Types of language testsWays of describing tests Evaluating the usefulness of language testsOverview of common language tests:
TOEFL, TOEIC, IELTS, and CAEL Impact of testing on learning and teachingCritical use of language testsTesting Questions
Types of Language Tests
Achievement test associated with process of instruction assesses where progress has been made should support the teaching to which it relates Alternative Assessment
• need for assessment to be integrated with the goals of the curriculum
• learners are engaged in self-assessment
Proficiency test aims to establish a test taker’s readiness for a
particular communicative role general measure of “language ability” measures a relatively stable trait used to make predictions about future language
performance (Hamp-Lyons, 1998) high-stakes test
Some ways of describing tests
Objective Subjective Indirect Direct Discrete-point Integrative Aptitude / Achievement/ Proficiency Performance External Internal Norm-Referenced Criterion-Referenced
Evaluating the usefulness of a language testUsefulness= reliability+validity+ impact
authenticity+interactiveness+practicality (Bachman and Palmer, 1996)
TESTUSEFULNESSRELIABILITY VALIDITY
Impact Authenticity
Practicality Interactiveness
Evaluating the usefulness of a language test
Essential measurement qualities reliability construct validity :Construct validity is “the degree to which a test measures
what it claims, or purports, to be measuring
Evaluation: test taker - test task - Target Language Use (TLU)
TLU
Test TaskTest Taker
Overview of common language proficiency tests
TOEFL TOEIC
IELTS
CAEL
ETS, US
UK
CDN
Test of English as a Foreign Language
One million test takers per year
Three sections: Listening Structure and Written
Expression Reading Comprehension TWE : test of written English
Test of English as a Foreign LanguageObjective SubjectiveDiscrete-point IntegrativeProficiency Achievementdiscord between test and understanding of language
and communicationpassive recognition of languagecutoff scores are very problematicgeneral proficiency academic proficiency
Test of English for International Communication
TOEFL equivalent for workplace setting
two sections, 200 q. listening reading
entertainment, manufacturing, health, travel, finance, etc.
“objective and cost-efficient”
Test of English for International Communication
Objective SubjectiveDiscrete-point IntegrativeProficiency Achievementlack of correspondence with TLU narrow constructtest content is extremely broad
International English Language Testing SystemAcademic/GeneralResults reported in
band scores 1-9
Listening
G.Reading A.Reading
G.Writing A.Writing
Speaking
International English Language Testing System
Objective SubjectiveDiscrete-point IntegrativeProficiency Achievementtest tasks reflective of academic tasksscore reporting is diagnosticneed for reliability research
Canadian Academic English Language Assessment
Mirrors language use in university
Topic-based,integrated reading, listening, and writing tasks
provides specific diagnostic information
scores are reported in bands 10-90
Canadian Academic English Language AssessmentObjective SubjectiveDiscrete-point IntegrativeProficiency Achievementtests performance and use diminished gap between test and classroomvalidity is supported by teacher evaluationsstudies on predicting academic success
Washback: The Impact of Tests on Teaching and Learning“The power of tests has a strong influence on
curriculum and learning outcomes” (Shohamy, 1993)
good test positive washbackform of test impact depends on
antecedent: educational context and condition process consequences (Wall, 2000)
Critical Language TestingFocus on consequence and ethics of test useTests are embedded in cultural, educational, and
political arenas whose agenda?
Questions traditional testing knowledge English proficiency= academic success? English: got it or get it!
Responsible test use (Hamp-Lyons, 2000)
Testing QuestionsWhat is actually being tested by the test we are
using?What is the”best” test to use?What relevant information does the test provide?How is testing affecting teaching and learning
behaviour? Is language testing “fair”?
summary
Types of language testsWays of describing tests Evaluating the usefulness of language testsOverview of common language tests:
TOEFL, TOEIC, IELTS, and CAEL Impact of testing on learning and teachingCritical use of language testsTesting Questions