Selecting and evaluating language tests 2014

NORAZLINDA BT. HAYOM D055261

TEST 1

Mid-Year Test, English Year 1/2010

A. The target group is Year One pupils. It is a MCQ test and contains 40 questions.

Proficiency level is Level 2 which is beginning/production level suitable for pupils who

are pre-emergent or emergent level of reading and writing in English, significantly below

grade level.

B. In my point of view, I think it is a good sample of a good test because it adheres to the

important principles of assessment which are practicality, validity and authenticity.

Below are my explanations.

1. Practicality

The test can be completed within 50 minutes time. It is easier for young children at age of

seven to answer the questions because the choices of answers are given. Two choices of

answers are given for every question, so it is easier for them to choose which the correct

answer is. They just need to choose and circle. It can be done at one time. It doesn’t cost

too much. It is useful to assess basic knowledge of the language.

2. Validity

The test has measured what it proposed to measure. It used simple language and a bit

straight forward, so it is relevant for young children. It is useful and offers meaningful

information about pupils’ ability because it has covered all the topics that they have learnt

for the first semester. We are testing seven years old pupils, so we can’t expect too much

from them. I believed that, this test is good enough to give us a clear picture about their

performance in English.

3. Authenticity

Authenticity is regarded as an important feature of language tests, but commonly the

notion is related only to the use of authentic material. According to Charles Alderson (2000:


138) the goal of all reading assessment “is typically to know how well readers read in the real

world”. Authenticity is thus an important aspect of testing since it describes the relationship

between the test and the real world.

For me, the test is authentic because it contained natural language which is

understandable and simple. The topics used in the test are relevant and interesting which are

related to their real life. You may look at the questions that I have attached, you will find that

all the questions are based on pupils’ previous knowledge such as basic greetings, animals,

family, favourite food, fruits, objects and friends.

TEST 2

( LINUS 2.0) Literasi Bahasa Inggeris

A. The target group is Year One pupils. Proficiency level is Level 3 which is Intermediate

and Developing level suitable for pupils who are post-emergent, developing reading

comprehension and writing skills in English. It has been set up by Bahagian

Pembangunan Kurikulum (BPK). Three definition of ‘Literasi’ are first, able to

communicate with peers and adults appropriately. Second, able to read and comprehend

simple texts and stories and the third one is able to write a range of texts through a variety

of media. This test contains 12 constructs to be measured. They are:

1. Able to identify and distinguish letters of alphabet.

2. Able to associate sounds with the letters of the alphabet.

3. Able to blend sounds into recognizable words.

4. Able to segment words into phonemes.

5. Able to understand and use the language at word level.

6. Able to participate in daily conversations using appropriate phrases.

7. Able to understand and use the language at phrase level in linear texts.

8. Able to understand and use the language at phrase level in non-linear texts.

9. Able to read and understand sentences with guidance.

10. Able to understand and use the language at sentence level in non-linear text.

11. Able to understand and use the language at paragraph level in linear text.


12. Able to construct sentences with guidance.

This test is carried out in two ways, reading and writing. Both of them have the same 12

constructs. There are 3 to 4 questions/items for each construct.

B. I don’t think it is proper for me to give bad comment on this test. However, I believed

that I should say something about it so that the right person in the Education Ministry will

‘open’ his eyes towards this issue. In my point of view, this test is not good because it

violates to the principles of practicality and validity. The two principles are very

important in order to have a good and effective assessment but I don’t think the test has

covered the two principles. Below are my opinions, based on my own experience running

the test with my Year One pupils.

1. Practicality

Time allocated for the pupils to complete the test is quite unreasonable. It is not because

of pupils will not be able to complete it, but it is more to the feeling of boredom and

tiredness. Three weeks’ time is given for the reading test and two weeks for the writing

test. Isn’t it too long? I do understand that such a long of period is given because both

part of the test have a lot of questions to be covered. The issue here is, why must they put

so many items and constructs to Year One pupils. It is not easy to learn a second

language. It takes time. I left my daily teaching for about a month just to complete the

test. I think the time given is pretty enough for me to complete the test but at the same

time I have to let go of the syllabus because I can’t handle two different things in a same

time. I gave my pupils some worksheets regarding to the topic they have learnt before to

avoid them from making noises. Then only I started calling them one by one for the

reading test. Some pupils are very weak and I need to repeat the test. The same thing

happened to the writing test. It is quite a burden to teachers.

Another flaw about this test is how the result is being measured. Each pupils need

to pass all the 12 construct in both reading and writing test. 1 construct failed means

FAILED and they will be categorized as LINUS students. They can’t do any mistakes in

each construct. I think it is not fair to the intermediate/average students.


2. Validity

All constructs to be measured are in line with the definitions that have been

determined by Bahagian Pembangunan Kurikulum (BPK). The problem is, the three

definitions covered for three years of learning (Year 1 to Year 3). Some questions in the

writing test are not suitable for the pupils’ level. For examples in construct 4, Pupils need

to fill in the letters correctly. For Year 1 pupils, they will not be able to write the answers

on their own.

I don’t think construct 6,7,8,10,11 and12 are suitable for Year One pupils’ level

because they are too comprehensive. Pupils need to understand the sentences before they

could answer the questions. As far as I’m concern, English for Year 1 (KSSR) is only

focus on phonics and vocabulary. All we have to do is teach them how to sound the

letters (A-Z), blend the sounds and finally able to say the words correctly. The content of

the textbook itself focused on phonics and vocabulary. There are sentences and grammar

in the textbook but we don’t stress much on these skills. Pupils will learn these skills in

details when they turn into Year 3 soon.

I have to explain the questions in bilingual then only my pupils can answer the

questions. Otherwise, all my pupils will fail. I felt quite disappointed doing this to my

pupils. I am testing their ability in English but I have to translate the questions into their

mother tongue. So, what’s the point? I wish they had prepared a simpler test which suits

the Year 1 Pupils’ level.

Conclusion

Learning other language is not easy especially for the young learners. We need to motivate

them by giving them good remarks in their assessment.. Simple and easy, yet a quality ones.

Difficult assessment will killing their interest in learning the language.

REFERENCES:


1. Mid-Yer Test, Bahasa Inggeris Tahun 1/ 2010

2. Instrumen Saringan Literasi Menulis, LINUS2.0 ( Literasi Bahasa Inggeris ) Tahun 1,

2014.

3. Authenticity in language assessment downloaded from http://www.grin.com/en/e-

book/172655/authenticity-in- language-assessment

4. What is authenticity? Downloaded from

http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

5. Reliability and validity downloaded from

https://www.uni.edu/chfasoa/reliabilityandvalidity.htm

6. Understanding assessment: Practicality downloaded from

www.cal.org/flad/tutorial/practicality/2intro.htm

http://www.grin.com/en/e-book/172655/authenticity-in-language-assessment

http://www.grin.com/en/e-book/172655/authenticity-in-language-assessment

http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

https://www.uni.edu/chfasoa/reliabilityandvalidity.htm

http://www.cal.org/flad/tutorial/practicality/2intro.htm

Selecting and evaluating language tests 2014

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