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