UNIVERSIDAD SIMÓN BOLÍVAR

COORDINACIÓN DE POSTGRADOS EN LINGÜÍSTICA APLICADA

achievement test

A test designed to measure how much of a language learners

have successfully learned with specific reference to a particular

course, textbook, or program of instruction. It is typically

given at the end of a course and its results are often used to

make advancement or graduation decisions regarding learners

or judge the effectiveness of a program, which may lead to

curricular changes (Richards & Schmidt, 2002).

criterion-referenced test

A test that measures a test taker’s performance according to a

particular standard or criterion that has been agreed upon. The

test taker must reach this level of performance to pass the

test, and a test taker’s score is interpreted with reference to

the criterion score, rather than to the scores of other test

takers (Richards & Schmidt, 2002).

diagnostic test

A test that is designed to provide information about L2

learners’ strengths and weaknesses. Diagnostic tests may be

used to find out how much L2 learners know before beginning

a language course to better provide an efficient and effective

course of instruction (Richards & Schmidt, 2002).

discrete-point test

A test that measures knowledge of individual language items,

such as a grammar test with different sections on tenses, parts

of speech, etc. They are based on the theory that language

consists of different parts and skills and these are made up of

elements that can be tested separately (Richards & Schmidt,

2002).

The systematic gathering of information for purposes of

decision making. Evaluation may use quantitative methods (e.g.

tests), qualitative methods (e.g. observations, ratings), and value

judgments (Richards & Schmidt, 2002).

evaluation

formative evaluation

The aim of formative evaluation is to give feedback on the

extent to which students have mastered the course materials.

Examples of this type of evaluation include achievement tests

and mastery tests (Coombe, Folse & Hubley, 2007).

high-stakes test

High-stakes tests are those where the results are likely to have

a major impact on the life of large number of individuals, or on

large programs (Coombe, Folse & Hubley, 2007).

integrative test

An integrative test is one that requires a test taker to use

several language skills at the same time, such as a dictation test,

which requires the learner to use knowledge of grammar,

vocabulary, and listening comprehension (Richards & Schmidt,

2002).

low-stakes test

Low-stake tests are those where the results have a relatively

minor impact on the lives of the individual or on small

programs (Coombe, Folse & Hubley, 2007).

measurement

The process of quantifying the characteristics of persons

according to explicit procedures and rules. Measurement

involves assigning numbers to mental abilities which can only

be observed indirectly. Because they are based on the same

criteria, they may be replicable (Bachman, 1990).

norm-referenced test

A test that measures how the performance of a particular test

taker or group of test takers compares with the performance

of another test taker or group of test takers whose scores are

given as the norm. A test taker’s score is therefore interpreted

with reference to the scores of other test takers or groups of

test takers, rather than to an agreed criterion score (Richards

& Schmidt, 2002).

objective tests

A test that can be scored objectively (i.e. scored without the

use of the examiner’s personal judgment). Tests that consist of

True-False and Multiple-choice items are examples of objective

tests (Richards & Schmidt, 2002).

placement test

A test that is designed to place test takers at an appropriate

level in a program or course. Various types of test or testing

procedure (e.g. dictation, an interview, a grammar test) can be

used for placement purposes (Richards & Schmidt, 2002).

proficiency test

A proficiency test is not linked to a particular course of

instruction, but measures the learner’s general level of language

mastery. Although this may be a result of previous instruction

and learning, these factors are not the focus of attention. Some

proficiency tests have been standardized for worldwide use

(Richards & Schmidt, 2002).

progress test

A test linked to a particular set of teaching materials or a

particular course of instruction. For example, tests prepared

by a teacher and given at the end of a chapter, course, or term

are progress tests. Progress tests are narrower and much more

specific in scope than achievement tests. They help the teacher

to judge the degree of success of his/her teaching and to

identify the weakness of the learners (Richards & Schmidt,

2002).

subjective tests

A test that is subjectively scored (i.e. scored according to the

personal judgment of the marker), such as an essay

examination (Richards & Schmidt, 2002).

summative evaluation

The aim of summative evaluation is to give the student a grade

that represents his/her mastery of the course content

(Coombe, Folse & Hubley, 2007).

test

Measurement instrument designed to elicit a specific sample of

an individual’s behavior (Bachman, 1990).

Method of measuring a person's ability, knowledge, or

performance in a given domain (Brown, 2004).

testing

The use of tests any procedure for measuring ability,

knowledge, or performance or the study of the theory and

practice of their use, development, evaluation, etc. (Richards &

Schmidt, 2002).

References

Bachman, L. (1990) Fundamental Considerations in Language Testing.

Oxford, UK: Oxford University Press.

Brown, H. D. (2004) Language Assessment Principles and Classroom

Practices. White Plains, NY: Longman.

Coombe, C., Folse. K, & Hubley, N. (2007) A Practical Guide to

Assessing English Language Learners. Ann Arbor, MI: University

of Michigan Press.

Richards, J. & Schmidt, R. (2002) Longman Dictionary of Language

Teaching and Applied Linguistics. London: Pearson Education

Ltd.

UNIVERSIDAD SIMÓN BOLÍVAR

COORDINACIÓN DE POSTGRADOS EN LINGÜÍSTICA APLICADA

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