LANGUAGE TESTING

DESIGNING CLASSROOM LANGUAGE

TESTING
BY GROUP 2

PURPOSE

SCORING,
GRADING, AND
FEEDBACK

OBJECTIVES

TEST

TEST TASKS

TEST
SPECIFICATION

Test Types
A. BASED ON SPECIFIC PURPOSE
B. BASED ON RESPONSE
C. BASED ON ORIENTATION AND
THE WAY TO TEST
D. BASED ON SCORE
INTERPRETATION

Based on Specific Purpose

1. Proficiency Test
2. Diagnostic Test

Testing global
competence in
Identifying
a language
students
strength and
weakness

3. Placement Test
4. Achievement Test
5. Language
Aptitude Test

Placing a
student into a
particular level
of a language Determining
whether
course
objectives
have been
met with skills
acquired

Predicting a
persons
success to
exposure to
foreign
language.

Based on Response

Objective
Test

Measuring
learners ability by
using specific
aspects.

Subjective
Test

Learners ability is
judged by opinion
and judgment.

Based on Orientation and The Way to Test

Direct
Competence Test

Focusing on students knowledge which the

elicitation using one of the basic skills.

Indirect
Competence Test

Focusing on students knowledge which the

elicitation using other ways, such as multiple
choice.

Direct
Performance Test

Focusing on students skills that the elicitation

is through direct communication.

Indirect
Performance Test

Focusing on students skills that the elicitation

using an alternative ways.

Based on score interpretation

NormReferenced
Test

Test is designed to highlight

achievement differences
between students to produce
a dependable rank.

CriterionReferenced
Test

Test gives detailed

information about how well a
student has performed on
each of the educational
goals.

ASSESING
CLEAR,
UNAMBIGUOUS
OBJECTIVES

DESIGNING MULTICHOICE TEST

ITEMS

TEST
CONSTRUCTION

DEVISING TEST
TASKS

DRAWING UP
TEST
SPECIFICATIONS

 THE
EXAMINER
SHOULD BE
ASSESING
UNDERSTAND
CLEAR,
WHAT THE
UNAMBIGUOUS
MATERIAL
OBJECTIVES
THAT WILL BE
EXAMINED.

DRAWING UP
TEST
SPECIFICATION

A
BROAD
OUTLINE
SKILLS
TESTING
ITEMS

 Warm-up
and wind
DEVISING
down
TEST
TASKS Level
check
probe

Designing Multiple-Choice Test Items

Strengths

Versatility
Wide Sampling
Reliable
Scoring quickly and accurately

Weakness

Difficult and time-consuming

Depend on student reading skills
Neglecting test higher-level thinking
Guessing

Parts of
Question

Stem
Options
The key
Distracters

Designing each item to measure a specific objective

Voices : Where did George go after the party last night?

a. Yes, he did.
b. Because he was tired.
c. To Elaines place
d. Around eleven oclock

The specific objective being tested here is comprehension of wh-questions.

State both stem and options as simply and directly

as possible.
My eyesight has really been deteriorating lately. I wonder if I
need glasses. I think Id better go to the ____ to have my
eyes checked.
a. Pediatrician
b. Dermatologist
c. Optometrist

Lengthening the stem has introduced potentially confounding.

Use item indices to accept, discard, or revise items

Items Facility (IF)
Item Discrimination (ID)
The extent to which
Distractor Efficiency
an item is easy or
difficult for the
proposed group.

The extent to which

an item
differentiates
between high and
low.

The table will help

to distribute the
upper and lower
ability students
according their
responses or
answers of the test.

IF Formula
IF =
For example, you have an item on which 13 out of 20
students respond correctly. You will get 65 percent that represent
the percentage of students answering the items correctly.

ID Formula
ID =
For example, you divided your 30 students into three level.
The highest, Middle, and lowest. Each group consists of 10 students.
You only observe between the highest
and lowest. Here is the students answers table
Item#23
#Correct
High-ability students 7
Low-ability students 2

#Incorrect
3
8

Using the ID Formula, you would find that this item

has an ID of 0.50 or a moderate level.

Scoring
Scoring plan
reflects the relative
weight that you
place on each
section and items
in each section.

Grading
Scoring your
student
performances by
giving A, B, C,
etc. to show the
level achievement
of each student.

Giving feedback
Scoring and
grading is
completed by
some beneficial
wash back
feedback of your
students.

THANK YOU FOR YOUR

TIME
By group 2