Beruflich Dokumente
Kultur Dokumente
(based on evaluation of the English Language Test for the Saudi Arabian
students)
All
evaluation should be for the
benefit of learners.
Eric Pearse
INTRODUCTION
PART 1
The researcher agrees with Davis and Pearse (2000), that "the purpose of
English language tests is to gather reliable evidence of what learners can do
in English and what they know of English", and believes that tests should be
designed for specific "teaching-learning situations". Nevertheless, it is
widely known that to create good tests is an extremely difficult task. Any
test-writer should keep in mind that a test should be "valid, reliable and
practical"(Fraenkel, 2003). However, after several years of teaching at
school, the researcher faced the problem of tests being irrelevant and,
sometimes, inappropriate for the course syllabus.On the example of an
English language test for Saudi Arabian students (high school,
pre-intermediate level, 1st session) the researcher will investigate levels of
validity and reliability of the progress test used in Saudi Arabian Secondary
Schools, and, taking into consideration previous research in this field and his
own teaching experience, will suggest some recommendations for
developing better tests in the future.
Several reasons could be named for justifying the necessity of this particular
test. They are :
-measuring what the students know;
-checking general progress and obtaining some feedback;
-identifying problem areas for further attention;
-giving each student a session grade;
-assessing the teacher's efficiency;
-evaluating ( to some extand) the course structure;
-reinforcing students' motivation.
The test, which lasts 3 hours, is supposed to evaluate reading and writing
skilles, as well as grammar and vocabulary knowledge obtained during the
1st session of Year 6. Together with Davies and Pearse (2000), the
researcher would classify this test as a progress test (short-term achievement
test) used to " check how well learners are doing after each lesson or unit,
and provide consolidation or remedial work if necessary. They usually focus
on the language that has recently been introduced and practised".Though,
according to Rea-Dickins (1992), it can be also classified as a course test
(longer-term achievement test) used to "find out how the students have done
over a whole course". The researcher tends to believe that a session is
definitely longer than a unit ( it normally includes several units), but it can
hardly be considered 'a course' either. Anyway, such a test provides a basis
for the marks which teachers give to learners at the end of a session, and
they are rather significant for the students, who feel very nervous before this
test. At the same time, such a test is a serious concern for testing the teachers
themselves.
During the first session these students study such topics as ' Vacation Time',
' Travelling' , ' Places of interest to visit' , and such grammar as ' articles with
proper and geographic names' , ' passive forms', ' conditionals',etc. It can be
seen that the same items are being tested.The following tasks are used for
testing purposes : multiple choice (grammar, vocabulary), one-word
fill-in-gaps, correction of the mistakes, scan/skim/detailed reading, matching
the meaning and the definition, 'open the brackets', writing a narrative, etc.
Such a variety should provide good opportunities for composing a good test,
but the students critisize it for confusing instructions, difficulty and being
too long, whereas teachers are not satisfied with lack of listening testing and
sometimes irrelevant contents.They agree, though, that the test reflects items
taught, deals with structure, functions and vocabulary practiced, pays
attention to some macro skills and accuracy. So, the question arises whether
the existing test is really good (valid, reliable and practical).
PART 2
One should't forget that newly designed English textbooks used in the
education process in Saudi Arabia today are mostly based on the
communicative approach. And , according to the recent research "high
validity [ of a test ], espesially for communicative courses, usually means
low reliability, and vice versa" ( Hughes, 2003) . Summarizing the analysis
of validity and reliability of the test under discussion, the researcher admits
that the test-writer definitely tried to combine testing exercises at both ends
with the aim of achieving a good balance of reliability and validity, although
there is always room for improvement.
Taking into consideration the above analysis, the researcher would
recommend the following ways of improving the existing English language
test.
Firstly, all four language skills (reading, writing,listening and speaking)
should be included into the test as all of them are integral parts of the
existing course syllabus.
Secondly, tasks 1A and 1B should be separated, 1B enlarged, and clear
marking criteria for them worked out.
Thirdly, the instructions before the tasks should be clearer (see 2A), and
tasks themselves should all relate to English testing (not teaching as in 5B-3
or testing general knowledge as in 5A-4).
Lastly, as it has already been mentioned, the researcher would advise giving
fewer tasks( unite grammar testing 2 and 5, as well as vocabulary testing 3
and 6), and allowing less time for the test completion ( very long tests are
tiresome, students lose concentration and do not always perform to their
best).
CONCLUSION
Hughes (2003) in his 'Testing for Language Teachers' pointed out that " in
general, tests that conform to the criteria for validity and reliability are better
than those that don't". Looking back at his own teaching experience, the
researcher came to the conclusion that the tests should be able to find out if
the learners can use the English language in real life, not just if they can do
artificial exercises in unreal contexts.A valid test for a course with
communicative objectives shoul include exercises and tasks in which the
students use the language they learned in realistic way.For example, they
could write a letter or role-play some dialogue. Such tasks would test their
ability to use specific grammar and vocabulary, use written language
effectively, and understand effective spoken English. The fact that tests can
influence (positively or negatively) the way teachers teach and learners
study,implies great responsibility of test-writers and demands constant and
continuous test assessment, improving and development based on teachers'
and students' feedback.
REFERENCES
APPENDIX