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”?