Classroom testing

Criteria and types of test;

Characteristics of a test:
a) Validity:
The validity of a test is the extent to which it measures what it is supposed to measure and nothing
else. Every test, whether an informal classroom test or a public examination, shouls be as valid as
the constructor can make it.
The test must aim to provide a true measure of the particular skill which is intended to measure, i.e.
if it measures external knowledge and other skills at the same time it will not be a valid test.
For example, the following test item is invalid , if we wish to measure writing ability:
Is photography an art or science?- This is invalid because it demands some knowledge of
photography and will consequently favour some students.
An achievement test or a classroom progress test might well exclude such factors, as personality,
while a proficiency test or public examination might consider such factors as important in
evaluating oral ability in the target language.
If a test has construct validity it is capable measuring specific characteristics in accordance with a
theory of language behaviour and learning. This type of validity assumes the existence of certain
learning theories or constructs, underlying the acquisition of ability and skills.
Another type is statistical or empirical validity. This kind of validity is obtained as a result of
comparing the results of the test with the results of some criteria, such as:
- an existing test known or believed to be valid and given at the same time.
- the teachers ratings or any other such form of independent assessment given at the same
time.
- the subsequent performance of the test is on a certain task measured by some valid test.
- the teachers ratings or any other such form of independent assessment given later.
b)Reliability:
-is a necessary characteristic of any good test, i.e. to be valid at all, a test must first be reliable as
a measuring instrument.
Factors affecting the reliability of a test are:
-the extent of the sample of material selected for testing. Whereas validity is concerned chiefly
with the content of the sample, reliability is concerned with the size of the sample test. The
larger the sample, i.e. the more tasks the students have to perform, the greater the probability
that the test, as a whole, is reliable.
-the administration of the test. The question is: Is the same test administrated to different
groups under different conditions or at different times? Clearly, this is an important factor in
deciding reliability especially in tests of oral production and listening comprehension.
-test instructions: the question is: Are the various tasks expected from the students made clear
to all candidates in the tests?
-personal factors, such as: motivation, illness.
-scoring the testthe most important.
Objective tests overcome this problem (of scoring), but subjective tests sometimes face it.
Thats why a very important aspect is the work carried out in the fields of multiple marking and
in the use of ratting scales.
Nowadays, language testing has recently introduced another dimension of the whole concept of
reliability , i.e. profile reparting, in order to obtain a full profile of a students ability in the
target language, it is necessary to assess his/her performance separately for each of the different
areas of communication.
Furthermore, performance is assessed according to the purpose for which the language is to be
used. Another means of estimating the reliability of a test is by giving parallel forms of the test
to the same group. This assumes that 2 similar versions of a particular test can be constructed.
Such tests must be identical in the nature of their sampling, difficulty, length and tasks.

The items in the test should be spread over a wide difficulty level, as follows:
-extremly easy items
-very easy items
-easy items
-fairly easy items
-items below average difficulty level
-items of average difficulty level
-items above average difficulty level
-fairly difficult items
-difficult items
-very difficult items
-extremly difficult items
Types of tests:
There is some confusion regarding the terminology used to denote the different types of
language tests in use. Most tests specialists, however, agree on the following broad types:
-achievement/ attainment tests
-proficiensy tests
-aptitude tests
-diagnostic tests
a) Achievement tests are subdivided into:
-class progress tests
-achievement tests
Class progress tests: Most teachers are, at some time or other, required to construct such
tests. Each progress test situation is unique and can only be evaluated fully by the class
teacher in the light of his/ her knowledge of the students, the program which they have been
following and the teachers own particular aims and goals.
Thats why the teachers are encouraged to construct their own tests. The progress test is designed to
measure the extent to which the students have mastered the material taught in the classroom. It is
based on the language program, which the students have been following and is just as important as
an assessment, as it enables the teacher to become more familiar with the work of each student and
with the progress of the class in general.
The class progress test is a teaching device, its backwash effect on teaching and motivation being an
important factor. Its aim is to stimulate learning and to reinforce what has been taught.
Achievement tests:
Though similar in a number of ways to progress tests, they are far more formal tests and are
intended to measure achievement on a larger scale. Most annual examinations take the form of
acievement tests.All public tests which are intended to show mastery of a particular syllabus are
also achievement tests.
These tests are based on what the students are presumed to have learned, not necessarily on what
they have actually learned, nor what has actually been taught.
Several achievement tests follow a certain standard. First of all, they are pretested, then each item is
analysed and revised where necessary, then norms are established and comparisons are made
between performances of different students and different schools.
b) Proficiency tests: are intended for students from different schools, countries and even
different language background.
The proficiency is concerned with measuring a students control of the language in the light of
what he/ she will be expected to do with it in the future performance of a particular task. It is
concerned with measuring not general attainment, but specific skills in the light of language
demands made later on the student, or by a future job.
c) Aptitude tests:

A language aptitude test or a prognostic test is designed to measure the students probable
performance in a foreign language, which he/ she has not started to learn. Language learning
aptitude is a complex matter, consisting of such factors as: intelligence, age, motivation,
memory, phonological sensitivity and sensitivity to grammatical patterns.
Aptitude is sometimes divided into various aspects according to the specific tasks for which a
person is being trained, i.e. listening, interpreting or translating.
Aptitude tests generally seek to predict the students probable strenghts and weakness in
learning language by measuring performance in an artificial language.
d) Diagnostic tests:
Few tests are constructed mainly as diagnostic tests. Achievement and proficiency tests,
however, are frequently used for diagnostic purposes. Areas of difficulty are diagnosed for such
tests so that apropriate remedial action/ teaching can be taken later.
Sections of tests which lend themselves well to diagnostic purposes are: grammar and usage and
certain controlled writing tests.
Diagnosting testing is frequently carried out for groups of students rather than for individual. If
several students in the group make a certain error, the teacher will note the error and plan
apropriate remedial teaching.
Common item types for tests:
a) Grammar: the items are the following:
-true or false exercices, correct or incorrect sentences
-multiple choice exercises
-addition exercises (put the given word in the correct place)
-correction (correct the grammar mistakes)
-transformation exercises (direct/ indirect speech)
-rewriting/ rephrasing
-sentence combining
-gap filling
-sentence complition
b) Listening and Reading (receptive skills):
-numbering or drawing a picture
-matching items
-labelling pictures
-ticking items on a list
-separating exercises
-question and answer exercises
c) Writing ans Speaking (productive skills):
Writing:
-sentence completion
-guided writing from a frame work or word prompts
-writing based on notes or pictures
-paragraph writing
-free compositions(letters, reports, essays)-the topic is not imposed
-summary of something (book)
Speaking:
-picture interpretation
-interview
-oral presentation (given/ not given topic; un/ prepaired)
-giving instructions
-stimulus response

-role play
-decision making or problem solving
-open disscussion(un/ given)
-retell a story