Introduction to Language

Testing

Dr. Sumardi, M.Hum

1. Objectives of this course
After you have completed the study of this course you will be:
familiar with the background of language testing
aware of the fact that testing is an important part of every teaching
and learning experience
aware that both experienced and inexperienced teachers of English as a
Foreign Language (EFL) need to improve their skills in constructing
and administering classroom tests
able to understand how testing helps students create positive attitudes
towards your class and able to identify the main issues of language
testing
able to define and differentiate the terms of test, measurement,
assessment and evaluation
recognize that assessment, measurement, evaluation and
testing are essential to sound educational decision making
recognize the ways assessment, measurement and evaluation can
assist in instruction, guidance, administrative and research decisions.
As a teacher, why does he/she
need to test the students?
What is expected to emerge from
a teaching and learning process?
What is an important indicator of
student success in learning?
2. Introduction ...
A successful learning process can be seen
from the extent of all students are able to
master the competencies to be achieved.
A competence is the main indicator that
is expected to emerge from each of the
language learning process.
Competences: the realm of cognitive,
affective, and psychomotor
What competencies are expected to emerge
from a process of English Language learning?

Communication competence vs. linguistic

competence: What are their differences?

Problem: how to measure the success of

English learning process?
Test, measurement,
assessment, and evaluation

Are they the same?

Test: a set of questions that have the
attributes of right and wrong
Measurements: a systematic procedure for
determining the number at an object or
phenomenon
Assessment: the interpretation of
measurement results
Evaluation: a systematic action to
determine the level of success of a program
(learning outcomes and also policy)
Illustration ...
Mrs. Elin, an English teacher, wants to know if her students have
mastered a basic competence of English subject. Therefore, Mrs. Elin
gave a multiple-choice test consisting of 50 items to the students. (This
means Mrs. Elin has already used a TEST). Mrs. Elin, then, checked the
answers given by the students according to the key answers and
calculated the raw scores by using a particular formula. Apparently, the
raw scores obtained by the students varied, i.e. 25, 36, 44, 47 and so on.
(At this point, Mrs. Elin has done MEASUREMENT). To obtain the
value and meaning of each score, Mrs. Elin converted the raw scores into
the standard scores by following a particular approach. The results of
score conversion are as follows: 25 = 5 (it means the students do not
master the materials well); score of 36 = 6 (it means the students are
capable enough); score of 44 = 8 (it means the students master the
materials well) and score 47 = 9 (it means the students have very good
mastery on the materials). This intepretation of the scores are called as
ASSESSMENT. If Mrs. Elin assessed all components of learning, then,
it is called as EVALUATION.
 Evaluation

Assessment

Quantitativ
Qualitative
e
Non-
Measurement measurement

Test Non-test

Observatio
Essay Objective n
Interview

The linkage of evalution, assessment,

THT measurement, and test
An alternative to the traditional forms of
assessment has been proposed in recent
years. This has come to be termed as
alternative assessment, authentic
assessment, or informal assessment.
Authentic forms of assessment such as
portfolios, interviews, journal, project work,
and self-or peer assessment have become
increasingly common in the ESL classroom.
 Testing and Assessment;
How do they relate to each other?

Test
Is an instrument or procedure designed to
elicit performance from learners with the
purpose of measuring their attainment of
specified criteria. It is almost always
identifiable time periods in curriculum. The
learners are usually conscious that their
responses are being measured and evaluated.
Test is the mean to assess the student’s
competence.
Testing and Assessment:
How do they relate to each other?
Assessment encompasses a much
wider than tests. Whenever a
student responds to a question,
offers a comment, or tries out a
new word or structure, the teacher
makes an assessment of the
students’ performance
 Testing and Assessment:
How do they relate to each other?

ASSESSMENT
Sommer (1989)
The process of finding out who the
students are, what their abilities are, what
they need to know, and how they perceive
the learning will affect them. Assessment
places the needs of the students at the
center of the teacher’s planning.
The Difference with Traditional Assessment
“( Gracfa  Pearson, 1994,p.357)”
Alternative assessment is different from that of
traditional testing in that it actually asks
students to show what they can do. The main
goal of alternative assessment is to “ gather
evidence about how students are approaching,
processing and completing real-life tasks in a
particular domain”.
INFORMAL v.s. FORMAL
ASSESSMENT
INFORMAL/FORMATIVE EVALUATION:
involved in all incidental, unplanned
evaluative coaching and feedback on tasks
designed to elicit performance, but not for the
purpose of recording results and making fixed
judgments about a student’s competence. It
implies the observation of the process of
learning
INFORMAL v.s. FORMAL
ASSESSMENT
FORMAL ASSESSMENT / SUMMATIVE
TEST: Exercises or experiences specifically
designed to tap into a storehouse of skills and
knowledge, usually within a relatively short
time limit. They are systematic, planned
sampling techniques constructed to give
teacher and student an appraisal of students
achievement.
 DEFINITION OF AUTHENTIC
ASSESSMENT

Garcia and Pearson (1994: 335)

“Efforts that do not adhere to the traditional criteria
of standardization, efficiency, cost-effectiveness,
objectivity, and machine scorability”
Authentic Assessment is also called Performance
Assessment, Alternative Assessment, Portfolio
Assessment, Informal Assessment, Situated
Assessment, and Assessment by Exhibition.
3. Setting Testing Paramaters
WHY does the evaluation need to administer?;

WHAT is to be evaluated?;

WHEN is it to be avaluated?,

WHO will evaluate?;

HOW will the evaluation be carried out? What form will it

take? Will it be a pen-and-paper instrument or be conducted
orally? Will it seek to elicit qualitative or quantitative data,
or both?
4. Participants in Testing

The participants in language

testing are the:
Tester
Test taker/the testee
Test user
a. Tester
The tester may be:
 A foreign language teacher who designs, administers, and
interprets tests given to his own learners
 A group of people responsible for developing tests
requirements
 A private or governmental testing agency (PALSO in Greece;
ETS – the Educational Testing Service in New Jersey, USA;
CITO in Holland or BSNP in Indonesia.
Other organizations/ international meetings: the annual
Language Testing Research Colloquium, The Scientific
Commission on Language Tests and Testing of the
International Association of Applied Linguistics, “Language
Testing” – a professional and academic journal
b. The test taker / the testee
The Test Takers may be:
Students in schools and universities
Applicants for positions that require
foreign language abilities
People seeking certification of
language proficiency for their jobs
c. The test user
The test users are the individual or institution that make use of
The interpretation of scores e.g. foreign language teachers (to
encourage and monitor learning, for personal feedback)
The Ministry of Education and culture uses tests to ensure that
the National Curriculum is followed and to assess the standards
achieved in school work
Foreign universities (American or British) use language tests
(TOEFL or Cambridge Examination) to assess the proficiency
and predict if applicants can attend successfully a programme of
instruction in English
Public and private institutions assess the linguistic competence
of those employees who need a foreign language in their work
Foreign language teaching schools use tests for placement at an
appropriate level in their courses
5. The Beneficiaries of Testing
Diagnostic and placement tests offer advantages of improved
efficiency for learner, teacher, and educational system
Admission tests protect admitting institutions and agencies
that offer scholarships from too high a failure rate
Certification tests offer advantages to the persons who pass
the test and the agencies that hire them. They also offer
protection to existing professionals organized in professional
organizations who control access to certain professions
Testing agencies TOEFL, University of Cambridge, Local
Examination Syndicate, English as a Foreign Language,
UCLES; tests are major sources of income for testing agencies
6. The overall impact of testing on students’
motivation
Testing has an impact on
students’ self-esteem.
The students will be more
confident of success
Testing motivates the students
to learn
7. Tips in writing questions
8. How to cope with exam failure
Thank you ... !