LANGUAGE TESTING

Rahmawati., S.Pd., M.Si

PENERBIT CV.EUREKA MEDIA AKSARA

i
 LANGUAGE TESTING

Penulis : Rahmawati., S.Pd., M.Si

Desain Sampul : Eri Setiawan

Tata Letak : 8OL 0DV·XOL\DK ,QGDUZDWL

ISBN : 978-623-151-393-9

No. HKI : EC00202368790

Diterbitkan oleh : EUREKA MEDIA AKSARA, AGUSTUS 2023

ANGGOTA IKAPI JAWA TENGAH
NO. 225/JTE/2021

Redaksi:
Jalan Banjaran, Desa Banjaran RT 20 RW 10 Kecamatan Bojongsari
Kabupaten Purbalingga Telp. 0858-5343-1992
Surel : [email protected]
Cetakan Pertama : 2023

All right reserved

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ii
 TABLE OF CONTENTS

TABLE OF CONTENTS .................................................................. iii

PREFACE ............................................................................................ v
UNIT 1 INTRODUCTION ............................................................. 1
A. The Definition of Language Testing ............................. 1
B. Language Testing Theories and Approaches .............. 3
C. Role of Language Tests ................................................. 8
D. The Relationship Between Language Testing and
Language Teaching ....................................................... 9
E. The Relationship Among Teaching, Assessment, and
Learning ....................................................................... 10
UNIT 2 APPROACHES TO LANGUAGE TESTING ................ 11
A. Introduction ................................................................. 11
B. The Essay Translation Approach................................ 11
C. The Structuralist Approach......................................... 12
D. The Integrative Approach ........................................... 12
E. The Communicative Approach .................................. 13
UNIT 3 QUALITIES OF GOOD TEST ........................................ 14
A. Simplicity ..................................................................... 14
B. Fairness ........................................................................ 14
C. Objectivity .................................................................... 15
D. Validity......................................................................... 15
E. Reliability ..................................................................... 17
F. Norms........................................................................... 18
G. Practicability ................................................................ 21
H. Discriminatory ............................................................. 21
UNIT 4 TYPES OF TEST ............................................................... 22
A. Placement Tests ........................................................... 22
B. Diagnostictests ............................................................. 22
C. Achievement Tests ...................................................... 23
D. Proficiency Tests .......................................................... 23
E. Aptitude Tests.............................................................. 24

iii
 F. Types of Test Item ........................................................ 25
UNIT 5 OBJECTIVE AND SUBJECTIVES TEST ....................... 26
A. Objective Test ............................................................... 26
B. Subjective Tests ............................................................ 29
UNIT 6 LANGUAGE SKILLS TEST ............................................ 33
A. Listening Skills Test ..................................................... 33
B. Speaking Skills Test ..................................................... 35
C. Reading Skills Test ....................................................... 36
D. Writing Skills Test ........................................................ 37
UNIT 7 INTERPRETING TEST SCORE ..................................... 39
A. Introduction Interpreting Test Score .......................... 39
B. Methods to Interpret Test Scores ................................ 40
C. Factors to consider while Interpreting Test Scores .... 43
UNIT 8 SOME PRACTICAL STEPS TO TEST
CONSTRUCTION ........................................................... 45
A. Preparing a Test ........................................................... 45
B. Tryout of test items ...................................................... 47
UNIT 9 SCORING, GRADING, AND TEST
SCORE INTERPRETATION .......................................... 48
A. SCORING ..................................................................... 48
B. GRADING .................................................................... 51
C. TEST SCORE INTERPRETATION.............................. 52
UNIT 10 ALTERNATIVE ASSESMENT ...................................... 53
A. What and why of Alternative Assessment ................. 53
B. Types of Alternative Assessment................................ 54
C. Crafting your own Alternative Assessment ............... 56
D. Challenges and Champions of Alternative
Assessment ................................................................... 58
REFERENCES ................................................................................... 60
ABOUT THE WRITER..................................................................... 64

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 PREFACE

Praise and gratitude the authors say to the presence of

Allah SWT, who has bestowed His mercy, taufik and guidance,
so that the writer can finish this textbook. Shalawat
accompanied by greetings is also dedicated to the Great
Prophet Muhammad SAW for bringing news about the
importance of knowledge for life in this world and the
hereafter.
As for our textbook entitled "LANGUAGE TESTING" I
have finished making it as good as possible and as useful as
possible for readers. On this occasion, I am fully aware that this
textbook still has many shortcomings and mistakes and maybe
it is still far from the perfection of a book. Therefore, I request
that readers provide criticism and suggestions for the work of
this textbook so that we can continue to improve the quality of
this book. Thus we have created this textbook, with the hope
that readers can understand the information and also gain
insight into the field of the legal system in Indonesia and can
benefit the wider community. Thank You.

Writer

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 LANGUAGE TESTING

vi
UNIT
INTRODUCTION

1
INTRODUCTION

A. The Definition of Language Testing

Testing in general and language testing in particular is a
challenging field. Testing is a universalfeature of social life and
throughout history people have been put to the test to prove
theircapabilities or to establish their credentials (McNamara,
2000). On the one hand, tests are usedto make basic decisions
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asaccurate information as possible to enable testers to make fair
decisions. This makes testing avery delicate responsibility. On
the other hand, testing is rooted in many complicated
scientificdisciplines such as, linguistics, psychology, and
sociology, each of which has its own intricateand unresolved
issues. This also makes testing a very complex responsibility. The
delicacy ofdecision-making and the intricacy of different related
fields have made testing a challengingfield.
As a branch of applied linguistics, language testing is a
relatively new discipline with a history of no more than 100
years. The development of language testing theory is closely
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Moreover, language testing is inseparable from language
learning and teaching, no matter which kind of testing theory is
taken. For language teachers, tests perform both pedagogical and
research functions.
This essay is a brief literature review of the developments
of language testing theories and corresponding testing

1
 UNIT APPROACHES TO
LANGUAGE

2
APPROACHES TO
LANGUAGE
TESTING

TESTING

A. Introduction
Language tests can be roughly classified according to four
main approaches to testing:
1. the essay-translation approach;
2. the structuralist approach;
3. the integrative approach; and
4. the communicative approach.

Although these approaches are listed here in

chronological. order, they should not be regarded as being
strictly confined to certain periods in the development of
language testing. Nor are the four approaches always mutually
exclusive. A useful test will generally incorporate features of
several of these approaches. Indeed, a test may have certain
inherent weaknesses simply because it is limited to one
approach, however attractive that approach may appear.

B. The Essay Translation Approach

This approach is commonly referred to as the pre-scientific
stage of language testing. No special skill or expertise in testing
is required: the subjective judgement of the teacher is considered
to be of paramount importance. Tests usually consist of essay
writing, translation, and grammatical analysis (often in the form
of comments about the language being learnt). The tests also
have a heavy literary and cultural bias. Public examinations (e.g.
secondary school leaving examinations) resulting from the

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 UNIT
QUALITIES OF

3
QUALITIES OF
GOOD TEST

GOOD TEST

A test may have a single item or combination of items.

Regardless of the numbers of item in a test, every single item should
possess certain characteristics. Therefore, in addition to good items,
a test should have certain characteristics. Following are some
important characteristics of a test to be good:

A. Simplicity
A test should be written in a clear, correct and simple
language. A test should avoid ambiguous questions and
instructions. Here, it is important to keep the method of testing
as simple as possible.

B. Fairness
A test is designed in such way that should be free from
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culture. It is generally observation that if students studying
through English medium, then they can easily understand the
concepts and write the answer sheet of examination well in the
same language. While the students studied through other
medium of instruction, get difficulties in understanding and
writing in English medium. In such case, the examination is
biased for other medium students, if asked them to write in
English only. Thus, it is necessary for a test to be good must be
freed from cultural biasness.
Similarly, a test should cover the areas of content that have
been taught to all students those who are appearing in the test,

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 UNIT
TYPES OF TEST

4
OF TEST
TYPES

A. Placement Tests
The function of this test is to place new students in the
right class in the school. Usually based on syllabuses and
materials the students will follow and use once their level has
been decided on, these test grammar and vocabulary knowledge
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schoolsaskstudents to assess themselves as a part of placement
process, adding this self-analysis into the final placing
decision. In line with that, Hughes (1989) reveals that
placement tests are intended toprovide information which will
help to place students at the stage (or in apart) of the teaching
programmost appropriate to their abilities (p. 14). On the
other word, this test helps the educators to place students in the
learning group that is appropriate for their level of competence.
For instance, when the students want to join formal schools and
universities. Virtually, placement tests are also administered in
some non-formal institution.

B. Diagnostictests
Hughes (1989, p. 12) defines that diagnostic tests are used
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intended primarily to ascertain what further teaching is
necessary. In addition, Gonzalez (1996) asserts that diagnostic
tests are also called formative or progress tests and they are
used to diagnose a particular aspect of a particular language or
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of a course. They help the teachers to decide what needs to be

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 UNIT
OBJECTIVE AND

5
OBJECTIVE AND
SUBJECTIVES TEST

SUBJECTIVES
TEST
A. Objective Test
An objective test is a method of evaluation in which
questions asked have a single correct answer. Objective
questions typically include true/false, multiple choice, and
matching questions. Objective assessment is crucial as it can
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recall to complex synthesis.
It is far more precise, leaving less room for the pupils to
interpret hypotheses or concepts. Objective assessment is a
method of examination where each question has a single right
answer. Subjects that rely largely on objective tests include
geography, mathematics, physics, engineering, and computer
science.
Types of Objective Tests:
1. Multiple-Choice
2. True/False
3. Matching
4. Fill in the Blank
5. Assertion and Reason
Features of Objectives Tests:
1. They are so specific and clear that only a definitive response
is expected
2. They assure pefect objectivity in rating
3. This can be graded objectively and efficiently
4. It takes less time for a reaction than an essay test

26
 UNIT
LANGUAGE

6
LANGUAGE
SKILLS TEST

SKILLS TEST

Another way to understand language testing is in terms of

language skills. Though you may ask someone whether they "know"
a certain language, that general term consists of several distinct
skills. The four skills involved in language proficiency are listening,
speaking, reading, and writing.
These skills can be categorized by their direction and method
of communication. Listening and reading are both ways of receiving
language input, whereas speaking and writing are both ways of
producing language output. These pairs differ from each other
when it comes to the direction of communication. The items within
each pair, however, differ by their method of communication.
Listening and speaking both involve oral communication while
reading and writing involve written communication. Let's take a
closer look at each of the four language skills.

A. Listening Skills Test

Listening is a language skill that is first mastered by
children before mastering speaking, reading and writing skills.
Listening skills are essentially more cognitive with a higher
aspect. This ability includes receiving, analyzing,
understanding, and concluding verbal information conveyed
in the target language (Supriyadi, 2013).
Listening is a process of listening to verbal symbols
with full attention, understanding, apperception and
interpretation to obtain information, capture content or
messages and understand the meaning of communication that

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 UNIT
INTERPRETING

7
INTERPRETING
TEST SCORE

TEST SCORE
A. Introduction Interpreting Test Score
Interpreting test scores involves analyzing the results of
an assessment or examination to understand an individual's
performance. Test scores provide valuable information about an
individual's knowledge, abilities, and skills in a specific subject
or area. Here are some key points to consider when interpreting
test scores:
1. Score Scale: Familiarize yourself with the scale used for
scoring the test. Different tests may have unique scoring
systems, such as a percentage scale, a standardized score (e.g.,
IQ score), or a proficiency level (e.g., beginner, intermediate,
advanced).
2. Norms and Percentiles: Determine if the test uses norms or
percentiles to compare the individual's performance with a
reference group. Norms provide an indication of how the
individual's score compares to others who have taken the test.
Percentiles show the percentage of people in the reference
group who scored lower than the individual.
3. Mean and Standard Deviation: Understand the average score
(mean) and the spread of scores (standard deviation) within
the reference group. This information helps determine how
an individual's score deviates from the average performance.
4. Interpretation Guidelines: Many tests come with
interpretation guidelines that provide insights into what
different score ranges signify. These guidelines may indicate
proficiency levels, classifications (e.g., below average,

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 UNIT SOME PRACTICAL
STEPS TO TEST

8
SOME PRACTICAL
CONSTRUCTION

STEPS TO TEST
CONSTRUCTION
A. Preparing a Test
In preparing a test, there are four steps to follow: defining
general purposes, drawing up test specifications, and devising
test tasks or items.
1. Defining general purposes
Purposes of tests are usually in accordance with the type of
test being constructed, whether it is an aptitude test, a
proficiency test, placement test, diagnostic test, or an
achievement test. It is better for us to know the natures of
those tests.
2. Assessing clear, unambiguous objectives
In addition to know the purpose of the test you are creating,
you need to know as specifically as possible what it is you
want to test. You can do this by examining the objectives for
the unit you are testing.
3. Drawing up test specification
Test specification for classroom use can be a simple and
practical outline of your tests. For largescale standardized
tests that are intended to be widely distributed and therefore
are broadly generalized, test specifications are much more
formal and detailed. For class-use tests, your specifications
will only comprise:
a. a broad outline of the tests,
b. what skills will you test, and
c. what the items will look like. Specifying item format or
types of items to be used is complex choices. These

45
 UNIT
SCORING, GRADING, AND
TEST

9 SCORING,

GRADING, AND TEST

SCORE INTERPRETAT
SCORE INTERPRETATION

ION
A. SCORING
Scoring is evaluation of performance by assigning a grade
or score. A system of classifying according to quality or
amount. Rating system or a system for classifying things.
Scoring or marking is a process of determining the correct
and incorrect answers made by students, and are then
accumulated to produce a total score. Grading is a process of
classifying or grouping the scores for assigning values.
Scoring or marking is the process of awarding a number
or a symbol to represent the level of student learning
achievement. The most common method is by adding up the
number of correct answers on a test, and assigning a number that
correlates. Generally, a "score" is a numeric value based on the
possible points on a test. From the marking point of view, tests
fall into one of two categories: objective or subjective. The
objective test has only one correct answer, but the subjective test
may result in a range of possible answers, some of which are
more acceptable than others. Actually, it is not really the tests
which are objective or subjective, but the systems by which they
are marked.
1. Objective marking is possible with multiple choice, binary
choice, exactanswer cloze, or matching formats. In all these
tests, a list of the keys gives the only correct answers. Thus,
the actual marking is easy, that is, the correct answers are
simply added up into a score. Objective marking is also
possible for discrete-item test, in which items are

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 UNIT
ALTERNATIVE

10
ALTERNATIVE
ASSESMENT

ASSESMENT

A. What and why of Alternative Assessment

Are the dozens of research papers all starting to blur
together? Are the scantron bubbles beginning to haunt your
dreams? More than likely, they are for students too. In moving
away from traditional forms of assessment it is becoming more
common practice, and highly desired, by students, teachers, and
the professional world to extend the life of assessments past a
single moment. Alternative Assessment may offer new ways for
you and your students to explore subject matter in unique, and
holistically beneficial ways.
Although carrying its own importance and necessity in
achieving specific outcomes, summative assessments do have
distinct drawbacks (Williams, 2014). These typically include:
1. Tedious completion and grading for professors and
students
2. Narrow learning outcomes
3. A focus on the grade, rather than the process (for more on
this see Ungrading)
4. Disposable products that are never seen by student or
teacher again
5. Instances of concern for academic integrity

Alternative assessment offers solutions to these

drawbacks and speak to emerging needs of college graduates.
The professional world seeks college graduates who possess not
only discipline-specific factual knowledge but also the problem

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63
 ABOUT THE WRITER

Name : Rahmawati., S.Pd., M.Si

Address : Jl. Purnawirawan No.8, Medan Estate
Telephone/Mobile No: 081370467488
Email :[email protected]

Born in Medan, on June 15, 1988.

Graduated from the Faculty of Teaching and
Education, Muhammadiyah University of North
Sumatra in 2010 and completed the Masters
Program in Linguistics at the University of North Sumatra in 2014.
Status as a permanent lecturer at the Prima Indonesia
University in Medan, Faculty of Teaching and Education. The
author also routinely conducts research and community service
activities that focus on the topic of Education and Linguistics. As
well as making books in accordance with the field of science and
following all research competencies, both internal and external
services.

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