Types of tests used in English Language Teaching Bachelor Paper
University of Latvia
Faculty of Modern Languages
English Department
Types of Tests Used in English Language.
Bachelor Paper
An?elika Ozerova
Riga
2004
Declaration of academic Integrity
I hereby declare that this study is my own and does not contain any
unacknowledged material from any source.
Signed:
12 May, 2004
Abstract.
The present paper attempts to investigate various types of tests and
their application in the language classroom. The theoretical part deals
with the basic data about testing, the comparison of such issues as
assessment and valuation, reasons for testing, types of tests, such as
diagnostic, progress, achievement, placement and proficiency tests; test
formats and ways of testing.
It relates theory to practice by analyzing two proficiency tests:
TOEFL and CFC tests. They are carefully discussed and compared to find
any similarities or differences in their structure and design. The
conclusions drawn are based on the theory and analyses of the tests. The
data obtained indicate that the both tests though being sometimes
different in their purpose, design and structure, are constructed
according to the universally accepted pattern.
Table of Contents
Introduction …………………………………………………........................1
Chapter 1
What is test?……………………………………………………………………3
Chapter 2
2.1 Inaccurate tests……………...…………………………………………….7
2.2 Validity……………………..……………………………………………..8
2.3 Reliability………….. ……………………………………………………11
Chapter 3
3.1 Diagnostic tests………………………………. ………………………….13
3.2 Placement tests…………………………...……………………………….15
3.3 Progress tests……………………………………………...........................17
3.4 Achievement tests………………………..……………………………….18
3.5 Proficiency tests…………………………………………………………..20
Chapter 4
4.1 Direct and Indirect testing…..…………………………………………....22
4.2 Discrete point and integrative testing……………………………………..24
4.3 Criterion-refernced and Norm-referenced testing…………………………25
4.4 Objective and Subjective testing...………………………………………..26
4.5 Communicative language testing…………………………………………26
Chapter 5
5.1 Multiple choice tests………………………………………………………29
5.2 Short answer tests…………………………………………………………32
5.3 The Cloze tests and Gap-filling tests……………………………………..33
5.4 C-Test……………………………………………………………………..35
5.5 True/false items……………………………………………………………36
5.6 Dictation…………………………………………………………………...36
5.7 Listening Recall……………………………………………………………38
5.8 Testing Grammar through Error-recognition Items……………………….38
5.9 Controlled Writing…………………………………………………………39
5.10 Free Writing………………………………………………………………40
5.11 Test Formats Used in Testing Speaking Skills…………………………..41
Chapter 6
Analysis of the Test of English as a Foreign Language and Cambridge
First
Certificate test according to test design criteria………………………………..43
Conclusions…………………………………………………………………...55
Theses. ………………………………………………………..........................57
Bibliography…………………………………………………….......................59
Appendix
Introduction
Among all words used in a classroom there is the only word that
usually makes the students shudder: “test”. There is hardly a person who
would claim that s/he favours tests and finds them very motivating.
However, tests cannot be avoided completely, for they are inevitable
elements of learning process. They are included into curriculum at schools
and are to check the students’ level of knowledge and what they are able to
do; they could be accomplished at the beginning of the study year and at
the end of it; the students could be tested after working on new topics and
acquiring new vocabulary. Moreover, the students are to face the tests in
order to enter any foreign university or reveal the level of their English
language skills for themselves. For that purpose they take specially
designed tests that are Test of English as a Foreign Language, or TOEFL
test (further in the text) and CFC (further in the text), or Cambridge
First Certificate. Although, these tests can sometimes serve for different
purposes and are unrelated, they are sometimes quite common in their design
and structure. Therefore, the author of the paper is particularly
interested in the present research, for she assumes it to be of a great
significance not only for herself, but also for the individuals who are
either involved in the field or just want to learn more about TOEFL and CFC
tests, their structure, design and application. Therefore, the present
research will display various aspects of the theory discussed, accompanied
with the practical part vastly analyzed.
Thus, the goal of the present research is to investigate various types
of test formats and ways of testing, focusing particularly on TOEFL and CFC
tests, in order to see how the theory is used and could be applied in
practice.
The hypothesis is as follows: Serving for almost similar purpose, however
being sometimes different in their design and structure, the TOEFL and CFC
tests are usually constructed according to the accepted universal pattern.
The enabling objectives are as follows:
. To review literature on the nature of tests in order to make
theoretically well-motivated discussions on the choice of testing types;
. To analyse the selected types of tests, such as TOEFL and CFC tests;
. To draw relevant conclusions.
Methods of Research:
Theoretical:
1) Analytical and selective study of the theory available;
2) Juxtaposition of the ideas selected from theory and tested against
practical evidences;
3) Drawing conclusions.
Practical:
. Selecting and adapting appropriate tests types, such as TOEFL and CFC, to
exemplify the theory.
The paper consists of six chapters each including sub-chapters.
Chapter 1 discusses the general data about tests. Chapter 2 describes
reliability and validity. Chapter 3 focuses on various types of tests.
Chapter 4 deals with ways of testing. Chapter 5 speaks on four language
skills. Chapter 6 offers the practical part of the paper.
Chapter 1
What is test?
Hicks (2000:155) considers that the role of tests is very useful and
important, especially in language learning. It is a means to show both the
students and the teacher how much the learners have learnt during a course.
The author of the paper agrees with the statement, for she believes that in
order to see whether the students have acquired the material and are making
constant progress, the teacher will inevitably have to test his/her
learners. It does not mean that a usual test format with a set of
activities will be used all the time. To check the students’ knowledge the
teacher can apply a great range of assessment techniques, including even
the self-evaluation technique that is so beloved and favoured by the
students. Moreover, according to Heaton (1990:6), tests could be used to
display the strength and weaknesses of the teaching process and help the
teacher improve it. They can demonstrate what should be paid more attention
to, should be worked on and practised. Furthermore, the tests results will
display the students their weak points, and if carefully guided by the
teacher, the students will be even able to take any remedial actions.
Thompson (Forum, 2001) believes that students learn more when they
have tests. Here we can both agree and disagree. Certainly, preparing for a
test, the student has to study the material that is supposed to be tested,
but often it does not mean that such type of learning will obligatory lead
to acquisition and full understanding of it. On the opposite, it could
often lead to the pure cramming. That, consequently, will result in a
stressful situation the student will find her/himself before or during the
test, and the final outcome will be a complete deletion of the studied
material. We can base that previous statement on our own experience: when
working at school, the author of the present research had encountered such
examples for many times.
However, very often the tests can facilitate the students’ acquisition
process, i.e.: the students are to be checked the knowledge of the
irregular verbs forms. Being constantly tested by means of a small test,
they can learn them successfully and transfer them to their long-term
memory, as well. Although, according to Thompson tests decrease practice
and instruction time. What he means is that the students are as if limited;
they are exposed to practice of a new material, however, very often the
time implied for it is strictly recommended and observed by a syllabus.
That denotes that there will be certain requirements when to use a test.
Thus, the students find themselves in definite frames that the teacher will
employ. Nevertheless, there could be advantages that tests can offer: they
increase learning, for the students are supposed to study harder during the
preparation time before a test.
Thompson (ibid.) quotes Eggan, who emphasises the idea that the
learners study hard for the classes they are tested thoroughly. Further, he
cites Hilles, who considers that the students want and expect to be tested.
Nonetheless, this statement has been rather generalized. Speaking about the
students at school, we can declare that there is hardly a student who will
truly enjoy tests and their procedure. Usually, what we will see just sore
faces when a test is being mentioned. According to Thompson, the above-
mentioned idea could be applied to the students who want to pass their
final exams or to get a certificate in Test of English as a Foreign
Language (TOEFL) or First Certificate (FCE). Mostly this concerns adults or
the students who have their own special needs, such as going abroad to
study or work. This again supports the idea that motivation factor plays a
significant role in the learning process.
Moreover, too much of testing could be disastrous. It can entirely
change the students’ attitude towards learning the language, especially if
the results are usually dissatisfying and decrease their motivation towards
learning and the subject in general.
Furthermore, as Alderson (1996:212) assumes, we should not forget that
the tests when administered receive less support from the teacher as it is
usually during the exercises in a usual language classroom. The students
have to cope themselves; they cannot rely on the help of the teacher if
they are in doubt. During a usual procedure when doing various activities
the students know they can encounter the teacher’s help if they require it.
They know the teacher is always near and ready to assist, therefore, no one
is afraid to make a mistake and try to take a chance to do the exercises.
However, when writing a test and being left alone to deal with the test
activities, the students panic and forget everything they knew before. The
author of the paper believes that first what the teacher should do is to
teach the students to overcome their fear of tests and secondly, help them
acquire the ability to work independently believing in their own knowledge.
That ability according to Alderson is the main point, “the core meaning” of
the test. The students should be given confidence. Here we can refer to
Heaton (1990:7) who conceives, supported by Hicks, that students’
encouragement is a vital element in language learning. Another question
that may emerge here is how to reach the goal described above, how to
encourage the students. Thus, at this point we can speak about positive
results. In fact, our success motivates us to study further, encourages us
to proceed even if it is rather difficult and we are about to lose
confidence in ourselves. Therefore, we can speak about the tests as a tool
to increase motivation. However, having failed for considerable number of
times, the student would definitely oppose the previous statement. Hence,
we can speak about assessment and evaluation as means for increasing the
students’ motivation.
Concerning Hicks (2000:162), we often perceive these two terms –
evaluating and assessment – as two similar notions, though they are
entirely different. She states that when we assess our students we commonly
are interested in “how and how much our students have learnt”, but when we
evaluate them we are concerned with “how the learning process is
developing”. These both aspects are of great importance for the teacher and
the students and should be correlated in order to make evaluation and
assessment “go hand in hand”. However, very frequently, the teachers assess
the students without taking the aspect of evaluation into account.
According to Hicks, this assessment is typically applied when dealing with
examinations that take place either at the end of the course or school
year. Such assessment is known as achievement test. With the help of these
tests the teacher receives a clear picture of what his/her students have
learnt and which level they are comparing with the rest of the class. The
author of the paper agrees that achievement tests are very essential for
comparing how the students’ knowledge has changed during the course. This
could be of a great interest not only for the teacher, but also for the
authorities of the educational establishment the teacher is employed by.
Thus, evaluation of the learning process is not of the major importance
here. We can speak about evaluation when we deal with “small” tests the
teachers use during the course or studying year. It is a well-known fact
that these tests are employed in order to check how the learning process is
going on, where the students are, what difficulties they encounter and what
they are good at. These tests are also called “diagnostic” tests; they
could be of a great help for the teacher: judging from the results of the
test, analysing them the teacher will be able to improve or alter the
course and even introduce various innovations. These tests will define
whether the teacher can proceed with the new material or has to stop and
return to what has not been learnt sufficiently in order to implement
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