Post on 06-May-2015
LANGUAGE PROFICIENCYTESTING
A Critical Survey
Earth without art is just eh
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 beat me get
killed in road accidents and may they die roaring.
Irish novelist McGahern
Overview
Types of language tests Ways of describing tests Evaluating the usefulness of language tests Overview of common language tests:
TOEFL, TOEIC, IELTS, and CAEL Impact of testing on learning and teaching Critical use of language tests Testing Questions
Testing Questions
What 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”?
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 test
Usefulness= reliability+validity+ impact authenticity+interactiveness+practicality
(Bachman and Palmer, 1996)
TESTUSEFULNESS
TESTUSEFULNESSRELIABILITYRELIABILITY VALIDITYVALIDITY
ImpactImpact AuthenticityAuthenticity
PracticalityPracticality InteractivenessInteractiveness
Evaluating the usefulness of a language test Essential measurement qualities
reliability construct validity
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
P&P 310-677/ CBT 0-300 Three sections:
Listening Structure and Written
Expression Reading Comprehension TWE
Test of English as a Foreign Language
Objective SubjectiveDiscrete-point IntegrativeProficiency Achievement discord between test and understanding of
language and communication passive recognition of language cutoff scores are very problematic general 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 Achievement lack of correspondence with TLU narrow construct test content is extremely broad
International English Language Testing System
Academic/General Results reported
in band scores 1-9
ListeningListening
G.ReadingG.Reading A.ReadingA.Reading
G.WritingG.Writing A.WritingA.Writing
SpeakingSpeaking
International English Language Testing System
Objective SubjectiveDiscrete-point IntegrativeProficiency Achievement test tasks reflective of academic tasks score reporting is diagnostic need 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 Assessment
Objective SubjectiveDiscrete-point IntegrativeProficiency Achievement tests performance and use diminished gap between test and
classroom validity is supported by teacher
evaluations studies 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 washback form of test impact depends on
antecedent: educational context and condition process consequences (Wall, 2000)
Critical Language Testing
Focus on consequence and ethics of test use
Tests 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 Questions
What 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”?
Test design criteria
Usefulness= reliability+validity+ impact authenticity+interactiveness+practicality reliability= consistency of measurement validity= the extent to which the inferences that we
make on the basis of the test are valid given the target language use situation
authenticity= how closely does the test resemble the actual language use situation
interactiveness= to what extent is the test taker involved in active communication
impact= what is the effect of the test on test takers, test users, teachers etc.
Time – language level – design Layout Theoretical support (one page to
explain the test; explain why your test is usefulness, the type of test, )
Score 1 – 5 (create bands for scores) Make copies for the whole group 15 minutes per skill (except -
speaking)