Unit 2: Testing

Activity 1: Types of Tests

Chapter 3 divides language tests into four different kinds: proficiency, achievement, diagnostic and placement.

Proficiency tests are a way of measuring what the test-taker can do in the target language without reference to any particular course or textbook. A proficiency test can be specific, testing the test-taker’s specific purpose for using the language, or it can be general, testing to find out what the test-taker can do in the target language.

An example of a proficiency test would be the IELTS (International English Language Testing System) managed by the University of Cambridge ESOL, the British Council and IDP: IELTS Australia. This test uses nine bands with descriptors of increasing proficiency for each of the four skills of reading, writing, speaking and listening. The results of this test are used by test-takers to show their proficiency in English for the purpose of studying, working and/or immigrating to countries where English is the main language of communication.

Achievement tests are meant to show whether the students have accomplished or learned what they were supposed to. These tests can be broken into two different subtypes: final or progress. Final achievement tests can be broken down even further between tests based on the syllabus content (meaning the detailed content of a course) or tests based on the attainment of the course objectives. In contrast, progress achievement tests are based on short term objectives rather than the course objectives, and are used in formative assessment. Achievement tests are the ones that we are probably most familiar with.

Examples of achievement tests are the tests that we use at the Language Faculty of UABC in Ensenada. Our tests are given after completing two or three units in the textbook and are based on the content of these units in the skills of listening, reading, writing and grammar.

Diagnostic tests are used to find ‘holes’ in the students’ knowledge so teachers are aware of what the students already know and what still needs to be learned to aid in lesson planning.

In the textbook that we use for Level 6 at UABC, Ensenada each unit begins with a section called “Test Your Grammar” with the aim that the students can show the teacher “how much they already know” (Soars & Soars, 2005, p. ix) with respect to the grammar focus of that particular unit.

The purpose of a placement test is to ascertain a student’s abilities in the target language in order to be able to put him or her in the correct level of the language program.

At our campus, we have a placement test provided by the publishers of the textbook (American Headway series) that we use in our English courses. Anyone who has not studied at English at our school must take this test so that we can determine the best level in which to place him or her.

Soars, J., Soars, L. & Sayer, M. (2005). American headway 4 teacher’s book. New York: Oxford University Press.

Activity 2: Types of Testing

As Rocío mentioned, Hughes presents the types of testing as opposites. Just looking at the name direct testing, we can guess that in this type of testing the student has to do the communicative skill that we want to test while trying to keep it as much like real-life language as possible. For example if speaking is the skill to be tested, then the test-taker must speak. Hughes mentions that the productive skills of speaking and writing are easy to test in this manner and that the tests are easier to construct than indirect. On the other hand, in indirect testing we’re trying to measure the student’s knowledge and abilities that we think a student needs in order to be able to speak, write, read or listen in the target language. In this type of testing, we use controlled items like multiple choice questions. Hughes mentions that one of the doubts about indirect testing is that the relationship between the skills we want to test and the abilities that we indirectly test might not be strong which means that our results may not be as meaningful as we think or hoped for.

In discrete point testing we test each item, one by one. For example we might ask the student to choose the correct tense of a verb. This type of testing is usually done by indirect testing. On the other side, there is integrative testing where we test many different things at the same time and expect the student to use a variety of language. This would be the case when doing an oral test involving a conversation or when writing a composition. This type of testing is generally direct testing.

When we compare a test-taker’s results to the results of all other test-takers, we call it norm-referenced testing as opposed to criterion-referenced testing where we compare a test-taker’s results to a standard. In norm-referenced testing, the results don’t really tell us what the test-taker can do in the target language. It only tells us what the test-taker can do compared to other test-takers. However in criterion-referenced testing the results tell us how much of the test items the test-taker can do.

Finally we have objective and subjective testing. These refer to ways of scoring tests. In objective testing, the idea is that there is only one correct answer to a question like in a true-false or a multiple choice question. So the test-taker’s answer is either correct or incorrect and the test scorer does not use his or her judgment because the answer is clear. This produces greater scorer reliability. In subjective testing, the opposite is true as the answer is not a straight-forward, clear-cut answer like in objective testing and so the test scorer has to use their judgment.

Activity 3: Assessing Skills

In my assessment plan, I chose to formally test grammar and vocabulary from each unit. So for this activity, I have chosen to design items to assess these skills to be used on a formal progress test from unit 11 in our textbook American Headway 4 (2005). The grammar focus in this unit is hypothesizing about the past and present using wish, if only, would rather, conditional sentences and should have to express regrets and wishes.

Here are some items I selected for testing:

I. Multiple Choice:

Underline the correct answer in the following sentences.

1. I really wish I can / could / had speak another language.

2. Our vacation was a disaster. I’d rather we didn’t go / hadn’t gone / weren’t going.

3. The party was great after you left. You should stay / had stayed / have stayed.

4. If I hadn’t been nervous, I passed / had passed / would have passed the exam.

5. If only I could / can / should speak Japanese, but I can’t.

II. Matching words followed by sentence completion.

Match a word pair in A with a definition in B.

A (word pairs)
off and on
then and there
take it or leave it
slowly but surely
sick and tired
B (definitions)
accept it or refuse it, I don’t care
gradually
occasionally
fed up with
immediately

Complete the sentences with a word pair from above.

1.Ok you can have it for $50. That’s my final price. __________________.

2.We have tacos every day. I’m ________________ of eating them!

3. They saw the house and bought it _________________________.

4.Writing this essay is taking a long time. I’m getting it done __________________.

5. He’d been visiting Mexico ____________ for years before he finally moved there.

III. Sentence Transformation

Rewrite the sentences so they have similar meanings. Use the words in parentheses.

1. I’m sorry I didn’t invite him to the party. (wish)
____________________________________________________________

2. Why weren’t you watching the road? (should)
____________________________________________________________

3. I regret saying that to her. (If only)
____________________________________________________________

4. I don’t want you to tell him. (‘d rather)
____________________________________________________________

5. He didn’t learn to ski until he was 40. He’s not very good. (if)
____________________________________________________________

6. My 16-year-old sister wants to be older. (she/wish)
____________________________________________________________

7. I get up at five o’clock every morning. I have to go to work. (if/wouldn’t)
____________________________________________________________

8. I shouldn’t have hit him. (wish)
____________________________________________________________

What I wish I’d known when I was 20.

Complete the paragraph with the words in the box (I couldn't create a box in the blog) using each word once.

if
's
realized
could
had
hadn't

James Garner, 31, landscaper

I quit school with no degree, feeling like an academic failure. I wish I __________ known then
that I ________________ have decent career in landscaping. It _______________ time
that more young people ___________________ that success can be achieved without passing tests. And ____________ I _____________ eventually realized that my love of plants could get me the job of my dreams, I would still be moving from one dead-end job to another.

Activity 4: Designing a Test

In this activity, we actually designed a test including scoring and the answer key. I used the items from Activity 3 above but included the number of points for the correct answers. When I post the test here in the blog, I lose some of the formatting - I haven't figured that out yet.

Here's the test:

Test Items (The Test) Total: 40 points

Grammar

A Underline the correct answer in the following sentences.

1. I really wish I can / could / had speak another language.

2. Our vacation was a disaster. I’d rather we didn’t go / hadn’t gone / weren’t going.

3. The party was great after you left. You should stay / had stayed / have stayed.

4. If I hadn’t been nervous, I passed / had passed / would have passed the exam.

5. If only I could / can / should speak Japanese, but I can’t.

6. What were you doing on that ladder? Supposing you had had / would have / hadn’t had an accident?

7. She’d rather her grandchildren live / lived / had lived nearer. Then she could see them more often.

8. If he wins / had won / won the lottery, he would buy a new car.


B What I wish I’d known when I was 20.

Complete the paragraph with the words in the box using each word only once.


James Garner, 31, landscaper

I quit school with no degree, feeling like an academic failure. I wish I (1)__________ known then that I (2)________________ have decent career in landscaping. It (3)_______________ time that more young people (4)___________________ that success can be achieved without passing tests. And (5)____________ I (6)_____________ eventually realized that my love of plants could get me the job of my dreams, I would have still been moving from one dead-end job to another.

My Reflections on Unit 2: Testing

I didn't realize that there were so many things to consider when designing a test. We have to consider the types of tests as well as the types of testing. Then when we create the items to include in a test, we have to analyze them in terms of validity, reliability, practically, authenticity and backwash effects to ensure that our items comply with these important principles. Another important point is to have someone else, a moderator, revise the test, and if possible, try out the test to get more information.
In my teaching situation, the formal tests are given to me to apply. It would be very interesting to revise these tests using with the information from this unit to see how valid, reliable, practical, and authentic these tests are.