LANGUAGE

PROFICIENCY
TESTING

A Critical Survey


Presented by Ruth Hungerland,
Memorial University of Newfoundland,
TESL Newfoundland and Labrador


Please God may I not fail
Please God may I get over sixty per cent
Please God may I get a high place
Please God may all those likely to beat
me get killed in road accidents and
may they die roaring.

Irish novelist McGahern
Overview
OTypes of language tests
OWays of describing tests
OEvaluating the usefulness of language
tests
OOverview of common language tests:
TOEFL, TOEIC, IELTS, and CAEL
OImpact of testing on learning and
teaching
OCritical use of language tests
OTesting Questions
Testing Questions
OWhat is actually being tested by the test
we are using?
OWhat is thebest test to use?
OWhat relevant information does the test
provide?
OHow is testing affecting teaching and
learning behaviour?
OIs language testing fair?
Types of Language Tests
OAchievement test
associated with process of instruction
assesses where progress has been made
should support the teaching to which it
relates
Alternative Assessment
need for assessment to be integrated with the
goals of the curriculum
learners are engaged in self-assessment
OProficiency test
eaims to establish a test takers readiness
for a particular communicative role
egeneral measure of language ability
emeasures a relatively stable trait
eused to make predictions about future
language performance (Hamp-Lyons, 1998)
ehigh-stakes test

Some ways of describing tests
Objective Subjective
Indirect Direct
Discrete-point
Integrative
Aptitude / Achievement/
Proficiency Performance
External Internal
Norm-Referenced Criterion-
Referenced
Evaluating the usefulness of a
language test
OUsefulness= reliability+validity+ impact
authenticity+interactiveness+practicality
(Bachman and Palmer, 1996)

TEST
USEFULNESS
RELIABILITY VALIDITY
Impact Authenticity
Practicality Interactiveness
Evaluating the usefulness of a
language test
OEssential measurement qualities
ereliability
econstruct validity
OEvaluation: test taker - test task - Target
Language Use (TLU)
TLU
Test Task
Test Taker
Overview of common
language proficiency tests
TOEFL TOEIC
IELTS
CAEL
ETS, US
UK
CDN
Test of English as a Foreign
Language
O One million test takers
per year
O P&P 310-677/ CBT 0-
300
O Three sections:
GListening
GStructure and Written
Expression
GReading
Comprehension
GTWE




Test of English as a Foreign
Language
Objective Subjective
Discrete-point Integrative
Proficiency
Achievement
discord between test and understanding
of language and communication
passive recognition of language
cutoff scores are very problematic
general proficiency academic
proficiency



Test of English for
International Communication
O TOEFL equivalent
for workplace setting
O two sections, 200 q.
<listening
<reading
O entertainment,
manufacturing,
health, travel,
finance, etc.
O objective and cost-
efficient
Test of English for
International Communication

Objective Subjective
Discrete-point Integrative
Proficiency
Achievement
lack of correspondence with TLU
narrow construct
test content is extremely broad

International English
Language Testing System
O Academic/General
O Results reported in
band scores 1-9

Listening
G.Reading A.Reading
G.Writing A.Writing
Speaking
International English
Language Testing System

Objective Subjective
Discrete-point Integrative
Proficiency
Achievement
test tasks reflective of academic tasks
score reporting is diagnostic
need for reliability research

Canadian Academic English
Language Assessment
O Mirrors language
use in university
O Topic-
based,integrated
reading, listening,
and writing tasks
O provides specific
diagnostic
information
O scores are reported
in bands 10-90
Canadian Academic English
Language Assessment
Objective Subjective
Discrete-point Integrative
Proficiency
Achievement
tests performance and use
diminished gap between test and
classroom
validity is supported by teacher
evaluations
studies on predicting academic success



Washback: The Impact of
Tests on Teaching and
Learning
OThe power of tests has a strong
influence on curriculum and learning
outcomes
(Shohamy, 1993)
Ogood test positive washback
Oform of test impact depends on
wantecedent: educational context and
condition
wprocess
wconsequences (Wall,
2000)

Critical Language Testing
OFocus on consequence and ethics of
test use
OTests are embedded in cultural,
educational, and political arenas
cwhose agenda?
OQuestions traditional testing knowledge
sEnglish proficiency= academic success?
sEnglish: got it or get it!
OResponsible test use (Hamp-Lyons, 2000)
Testing Questions
OWhat is actually being tested by the test
we are using?
OWhat is thebest test to use?
OWhat relevant information does the test
provide?
OHow is testing affecting teaching and
learning behaviour?
OIs language testing fair?