17.11.
2020
Testing and assessment
Kristel Ruutmets
2020
Good tests should …
• test what has been taught.
• have clear and specific objectives.
• have clear, unambiguous instructions; if
necessary, contain samples.
• reflect classroom tasks and knowledge.
• be suitable for the level of students.
• have a good balance of items and timing.
• have a variety of tasks and focus on different
skills.
• have scoring which reflects objectives.
• be fairly easy to mark and correct.
Some test task types I
Use test items that are similar to tasks that
students have been doing in their lessons.
 Listening and reading:
 order (pictures, events, sentences), match, list,
label, answer questions (open-ended, closed), fill
in the table, gap-fill, multiple-choice, T/F/NI
statements, correct mistakes, sentence or text
completion
dictation (listening only)
Reasons for testing
 To inform the teacher and students about
students’ knowledge (gaps in knowledge)
and progress
 To motivate students to learn
 To give a structure to the course
 To find out about students’ language level
and assign them in suitable groups
…
Analysing tests
• Which language skills (listening, reading, writing)
and knowledge (vocab, grammar) are covered?
• Does the test focus more on receptive or
productive knowledge?
• How varied are the tasks?
• How clear are the instructions of the tasks?
• How attractive is the layout of the test?
• What is the scoring of individual tasks / the whole
test? Is it objective? If there is no scoring, how
would you score the test?
• Which aspects do you like about the test?
• Which changes would you make in the test?
Some test task types II
 Speaking:
 information-gap, interview, presentation, group
discussion, (guided) role-play, retelling, picture
description or story
 Writing:
 copying, guided writing (based on models,
pictures, notes, diagrams), summary writing
(based on a reading text), free writing (e.g. write
about your hobbies), dictation, writing a text based
on questions or keywords, writing a reply to a
letter/email
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Some test task types III
 Vocabulary:
 word test, matching, multiple-choice, gap-fill,
crossword, labelling, classification, word formation,
anagrams, writing words for definitions or vice
versa,
 Grammar:
 multiple-choice, sentece completion or
transformation (rewriting but keeping the meaning
the same)
Is the test reliable?
 Two learners of obviously different levels get
roughly the same score on a test.
 The same learner gets a different score on two
different occasions of taking the same test.
 The vocabulary test is based on 15 words/word
combinations. Students have to study around 70
words/word combinations for the test.
 A student takes an oral test. There is only one
examinar who scores the student on a scale from
0-5. There are no scoring criteria.
 The answer is „No“ in all the cases.
Testing speaking
 You need to test students’ ability to retell the story.
What might be the testing criteria?
17.11.2020
Testing terms
 A valid test measures what it is supposed to
measure.
 A reliable test has consistent and trustworthy
results when administered on different occasions.
 Objective testing – there is one correct answer
for every question / item.
 Subjective testing – it is possible to answer in a
number of correct ways.
 Washback (backwash) – a positive or negative
effect a test has on the teaching and learning
process.
Validity of a test
 A multiple-choice written grammar test consists of
items such as:
How long are you living / do you live / have you
lived here now?
 The test is valid for finding out the students’ ability
to match grammatical forms to their contexts.
 The test is valid for finding out students’ ability to
use different tenses in their contexts in written
form and/or orally.
 The test is valid for both occasions given above.
Some dangers tests have
• Too much focus on accuracy and memory.
• Grades cause unhealthy competition.
• Tests make learners nervous, the results
may not reflect their actual knowledge.
• Negative washback, e.g. teachers focus on
what will be tested, learners focus on what they
think they will be tested on.
• Aim at finding out what students do not
know
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Sources used I
Ellis, G., & Ibrahim, N. (2015). Teaching Children How to
Learn. Peaslake: Delta Publishing.
Hadfield, J., & Hadfield, C. (2008). Introduction to Teaching
English. Oxford: OUP.
Harmer, J. (2012). Essential Teacher Knowledge. Harlow:
Pearson Education Limited.
Harris, M., & McCann, P. (1994). Assessment. Oxford:
Macmillan Heinemann English Language Teaching.
Lindsay, C., & Knight, P. (2006). Learning and Teaching
English. A Course for Teachers. Oxford: OUP.
Pinter , A. (2006). Teaching Young Language Learners. Oxford:
OUP.
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Sources used II
Scrivener, J. (2011). Learning Teaching. Oxford: Macmillan
Education.
Spratt, M., Pulverness, A., & Williams, M. (2005). The Teaching
Knowledge Test Course. Cambridge: CUP.
Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan
Education.
Walker, A., & White, G. (2013). Technology Enhanced
Language Learning. Oxford: OUP.