LANGUAGE TESTING - Memorial University of Newfoundland
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Transcript LANGUAGE TESTING - Memorial University of Newfoundland
LANGUAGE
PROFICIENCY
TESTING
A Critical Survey
Presented by Ruth Hungerland,
Memorial University of Newfoundland,
TESL Newfoundland and Labrador
Please God may I not fail
Please God may I get over sixty per cent
Please God may I get a high place
Please 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
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
Indirect
Discrete-point
Integrative
Aptitude/
Proficiency
External
Norm-Referenced
Subjective
Direct
Achievement/
Performance
Internal
Criterion-
Evaluating the usefulness of a
language test
Usefulness=
reliability+validity+ impact
authenticity+interactiveness+practicality
(Bachman and Palmer, 1996)
Impact
Authenticity
TEST
RELIABILITY
USEFULNESS
Practicality
VALIDITY
Interactiveness
Evaluating the usefulness of a
language test
Essential
measurement qualities
reliability
construct validity
Evaluation:
test taker - test task - Target
Language Use (TLU)
TLU
Test Taker
Test Task
Overview of common
language proficiency tests
ETS, US
TOEFL
TOEIC
UK
IELTS
CAEL
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
Subjective
Discrete-point
Integrative
Proficiency
Achievement
discord between test and understanding
of language and communication
passive recognition of language
cutoff scores are very problematic
general proficiency academic
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 costefficient”
Test of English for
International Communication
Objective
Subjective
Discrete-point
Integrative
Proficiency
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
Listening
G.Reading
A.Reading
G.Writing
A.Writing
Speaking
International English
Language Testing System
Objective
Subjective
Discrete-point
Integrative
Proficiency
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
Topicbased,integrated
reading, listening,
and writing tasks
provides specific
diagnostic
information
scores are reported
Canadian Academic English
Language Assessment
Objective
Subjective
Discrete-point
Integrative
Proficiency
Achievement
tests performance and use
diminished gap between test and
classroom
validity is supported by teacher
evaluations
Washback: The Impact of
Tests on Teaching and
Learning
“The
power of tests has a strong
influence on curriculum and learning
outcomes”
(Shohamy, 1993)
test positive washback
form of test impact depends on
good
antecedent: educational context and
condition
process
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”?