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Testing, assessment, and teaching

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6 views

Testing, assessment, and teaching

Uploaded by

Karina Lara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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 A test is a method of measuring a person’s ability, knowledge, or performance in a

given domain. It is an instrument-a set of techniques, procedures, or items that


requires performance on the part of the test-taker. To qualify as a test, the method
must be explicit and structured: multiple-choice questions with prescribed correct
answers; a writing prompt with a scoring rubric; an oral interview based on a question
script and a checklist of expected responses to be filled in by the administrator.
 Second, a test must measure. Some tests measure general ability, while others focus
on very specific competencies or objectives. The way the results or measurements are
communicated may vary. Some tests, such as a classroom-based short-answer essay
test, may earn the test-taker a letter grade accompanied by the instructor's marginal
comments. Others, particularly large-scale standardized tests, provide a total
numerical score, a percentile rank, and perhaps some sub-scores.
 A test measures an individual's ability, knowledge, or performance. Testers need to
understand who the test-takers are.
 A test measures performance, but the results imply the test-taker's ability, or, to use a
concept common in the field of linguistics, competence. Most language tests measure
one's ability to perform language, that is, to speak, write, read, or listen to a subset of
language.
 Finally, a test measures a given domain. In the case of a proficiency test, even though
the actual performance on the test involves only a sampling of skills, that domain is
overall proficiency in a language-general competence in all skills of a language.

1. What Is a Test?

This chapter begins by defining what a test is. A test is a systematic method used to measure
a person’s knowledge, skills, or performance in a specific domain. Each test includes the
following elements:

 Method: A test has a clear structure, such as multiple-choice questions, essays, or oral
interviews.
 Measurement: A test aims to measure specific abilities, like grammar or listening
comprehension.
 Individual Performance: The test evaluates the ability or performance of an
individual in a particular domain.
 Given Domain: The test should cover skills or competencies relevant to the learning
objectives, for example, speaking ability or grammar.

2. Assessment and Teaching

In this chapter, Brown explains that assessment is an ongoing process that includes more
than just formal tests. Assessment occurs whenever a student interacts with or responds to
learning material. Assessment encompasses all aspects of the learning process and does not
rely solely on formal tests held at specific times.

Brown distinguishes between testing and assessment. A test is a specific form of assessment,
typically more formal and conducted at a particular time. Meanwhile, assessment is a
continuous process conducted by teachers through every interaction and activity in the
classroom.
2.1 Informal and Formal Assessment

 Informal Assessment: Informal assessment includes spontaneous feedback or input


from the teacher to students, such as unrecorded comments or oral corrections. A
simple example of informal assessment is saying “Good job!” or “Try to correct that
word usage” when students participate in class.
 Formal Assessment: Formal assessment involves planned, structured evaluations
designed to assess specific competencies. This includes tests or quizzes specifically
designed to measure students’ skills or knowledge in certain areas. Although not all
formal assessments are tests, all tests are considered formal assessments.

2.2 Formative and Summative Assessment

 Formative Assessment: This type of assessment is carried out during the learning
process to support student development. Formative assessment provides feedback to
help students improve their skills or understanding. An example is a teacher’s
feedback on a student’s writing draft.
 Summative Assessment: This is an assessment carried out at the end of a course or
unit to evaluate students’ overall achievements. A final exam or a language
proficiency test is an example of summative assessment, measuring whether students
have met specific learning objectives.

2.3 Norm-Referenced and Criterion-Referenced Tests

 Norm-Referenced Tests: These tests compare a student’s performance with that of


other students, such as the SAT or TOEFL, which measure a student’s abilities in a
broader context. Students are scored based on their relative ranking against a larger
population.
 Criterion-Referenced Tests: These tests compare a student’s performance against
predetermined criteria or standards. For instance, in a driving test, assessment is based
on specific criteria that must be met without comparing with other test takers.

3. Approaches to Language Testing: A Brief History

Brown also details the history and major approaches to language testing, from early methods
that focused on testing separate language elements to modern, more communicative
approaches.

3.1 Discrete-Point and Integrative Testing

 Discrete-Point Testing: This approach is based on the assumption that language can
be broken down into small components like grammar, vocabulary, and pronunciation,
which can be tested individually. This includes questions that assess specific skills in
isolated formats, such as multiple-choice grammar questions.
 Integrative Testing: Integrative testing evaluates language ability holistically by
combining language elements in a single task. An example is a cloze test, where
students must complete sentences or paragraphs with the correct word, assessing
grammar, vocabulary, and contextual understanding simultaneously.

3.2 Communicative Language Testing


Communicative language testing assesses students’ ability to use language in real-life
situations and focuses on communicative competence. Instead of focusing on isolated
grammar rules or vocabulary, this test evaluates students' ability to interact in meaningful
contexts. An example of this type of test is a role-play or conversational task where students
are required to show their understanding and skills in everyday situations.

3.3 Performance-Based Assessment

Performance-based assessment evaluates students based on their practical skills in tasks that
resemble real-life situations. Examples of this assessment include oral presentations or group
projects where students demonstrate communication skills and critical thinking. This
assessment allows students to showcase their language abilities in a broader context.

4. Current Issues in Classroom Testing

In this section, Brown discusses some emerging issues in classroom language testing,
including new views on intelligence, alternative assessments, and computer-based testing.

4.1 New Views on Intelligence

Traditional intelligence theories focused only on logical and linguistic intelligence. However,
psychologists like Howard Gardner expanded the concept of intelligence with the theory of
multiple intelligences, which includes spatial, musical, kinesthetic, interpersonal, and
intrapersonal intelligences. This leads to a more holistic approach to testing that considers
various types of intelligence and how students process information, as well as their broad
language abilities.

4.2 Traditional and “Alternative” Assessment

Traditional assessment typically includes standardized, structured exams such as multiple-


choice or written essays. In contrast, alternative assessment includes approaches like
portfolios, journals, and projects that are more flexible and reflective, evaluating students'
abilities in real contexts. These assessments also support meaningful learning and provide
constructive feedback.

4.3 Computer-Based Testing

In computer-based testing (CBT), students take tests on computers, enabling adaptive


question settings based on students’ abilities. For example, in a computer-adaptive test
(CAT), each student’s answer determines the next question’s difficulty. This provides a more
personalized and efficient testing experience, although computer-based testing also poses
challenges, such as security issues, limitations in assessing oral skills, and the potential lack
of human interaction in the assessment process.

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