NAME : SITI ASYIFA ANINDYA

REG NUMB : 1610117320033

CLASS : LANGUAGE TESTING AND ASSESSMENT

1. Five basic principles

PRACTICALITY

An effective test is practical. This means that it

 is not excessively expensive,

 stays within appropriate time constraints,
 is relatively easy to administer, and
 has a scoring/evaluation procedure that is specific and time-efficient

RELIABILITY

A reliable test is consistent and dependable. If you give the same test to the same student or matched
students on two different occasions, the test should yield similar results. Consider the following
possibilities (adapted from Mousavi, 2002, p. 804): fluctuations in the student, in scoring, in test
administration, and in the test itself.

 Student-Related Reliability
The most common learner-related issue in reliability is caused by temporary illness, fatigue, a
“bad day,” anxiety, and other physical or psychological factors, which may make an “observed”
score deviate from one’s “true” score.
 Rater Reliability
Human error, subjectivity, and bias may enter into the scoring process. Inter-rater reliability
occurs when two or more scores yield inconsistent score of the same test, possibly for lack of
attention to scoring criteria, inexperience, inattention, or even preconceived biases.
 Test Administration Reliability
Unreliability may also result from the conditions in which the test is administered. I once
witnessed the administration of a test of aural comprehension in which a tape recorder played
items for comprehension, but because of street noise outside the building, students sitting next
to windows could not hear the tape accurately.
 Test Reliability
 Sometimes the nature of the test itself can cause measurement errors. If a test is too long, test-
takers may become fatigued by the time they reach the later items and hastily respond
incorrectly.
VALIDITY

Validity is the extent to which inferences made from assessment results are appropriate, meaningful,
and useful in terms of purpose of the assessment (Grounlund, 1998). Validity is measure what should be
measured (Arikunto, 2006).

 Content-Relate Evidence
If a test actually samples the subject matter about which conclusion are to be drawn, and if it
requires the test-takers to perform the behavior that is being measured, it can claim content-
related evidence of validity, often popularly referred to as content validity.
 Criterion-Related Evidence
A second of evidence of the validity of a test may be found in what is called criterion-related
evidence, also referred to as criterion-related validity, or the extent to which the “criterion” of
the test has actually been reached.
 Construct-Related Evidence
A third kind of evidence that can support validity, but one that does not play as large a role
classroom teachers, is construct-related validity, commonly referred to as construct validity.
 Consequential Validity
As well as the above three widely accepted forms of evidence that may be introduced to
support the validity of an assessment, two other categories may be of some interest and utility
in your own quest for validating classroom test.
 Face Validity
An important facet of consequential validity is the extent to which “students view the
assessment as fair, relevant, and useful for improving learning”.

AUTHENTICITY

Bachman and Palmer (1966, p.23) define authenticity as “the degree of correspondence of the
characteristics of a given language test task to the features of a target language task.” In a test,
authenticity may be present in the following ways :

 The language is as natural as possible

 Items are as contextualized as possible
 Topics and situations are interesting, enjoyable, and/or humorous
 Some thematic organization, such as through a story line or episode is provided
 Tasks represent real-world tasks.

WASHBACK

A facet of consequential validity, discussed above, is “the effect of testing on teaching and learning”
(Hughes, 2003, p. 1), otherwise known among language-testing specialists as washback. In large-scale
assessment, washback generally refers to the effects the test have on instruction in terms of how
students prepare for the test.
2. AUTHENTICITY
 How did you first hear of the journal/publisher?
 Are the members of the editorial board/staff from the same country or institution?
 What type of contact information is provided on the website?
 Does the journal list an ISSN number on the website?
 Does the journal boast ‘fast track publication’ and charge an additional fee?