TESTING CONCEPTS

PROGRESS OR FORMATIVE TEST

Test to monitor learning during a course, focuses on course content.

FINAL ACHIEVEMENT OR SUMMATIVE TEST

Test course content only and given at the end of the course.

CRITERION REFERENCE TEST

Classify people according to their ability to perform a series of tasks measured against a
meaningful criteria. e.g. FCE.

NORM REFERENCED TEST

A test which compares test takers to each other rather tan against external criteria.
e.g. Admission exams.

DIAGNOSTIC TEST
Designed to find out learners’ needs and ensure course is relevant.

PLACEMENT OR ENTRY TEST

It is used to find out what a learner's level is before deciding which course or level s/he
should follow.

PROFICIENCY TEST
Designed to meet general criteria, not specific to course content.

TEST RELIABILITY
It refers to the test giving consistent results, The test has a reputation. e.g.: if the same
student takes the same test on different occasions, being in the same level, he should get
the same results.

SCORER RELIABILITY
It refers to the test receiving the same marks from different markers or scores..e.g.:
multiple choice, cloze tests. It has to do how easy or difficult it is to check an exam. It is
very low in subjective exams.

PRACTICALITY
It means how easy or plausible it is to implement a test.

BACKWASH EFFECT
The positive or negative impact of a test on classroom teaching.

Positive - For example, a test may encourage students to study more or may promote a
connection between standards and instruction.

Negative - refers to the unexpected, harmful consequences of a test. For example,

instruction may focus too heavily on test preparation at the expense of other activities.

REVERSED BACKWASH
The effect that your teaching has on the exam. As a result of being the teacher the one
who has created the exam.

DISCRETE ITEM TEST vs INTEGRATIVE TEST

Discrete - assess one element of language at the time. It’s more mechanical.

Integrative – asses many elements of language including several skills in order to be

completed.
HOLISTIC AND ANALYTIC SCORING
Holistic - when a single score is assigned to writing or speaking samples on the basis of a
global impressionistic assessment of learners performances.

Analytic - a method of scoring where writing or speaking skills is divided into different
components and marks aswarded to each one.

DIRECT AND INDIRECT TEST

Direct - designed to approximate authentic language target use situation. E.g. write a
letter to test writing skills (c.f. a writing test where learners correct errors in text)

Indirect - example: gap fill to test one aspect of writing. It doesn’t demonstrate how the
learners might use specific elements of language in communication.

FRESH START
A test with fresh starts is one where, within a given task, the learner has different
opportunities to show her abilities. Eg. if the student has to write about 6 different pictures
but is unable to produce a sentence for one of the pictures she may still do the others and
gain some marks.

SPIN OFF

It refers to all the activities the teacher will execute in class based on the results of a
particular exam.
VALIDITY CATEGORIES

FACE VALIDITY
Appears to test takers test what it is supposed to test in the eyes ol the learner. (not a
scientific concept)

CONTENT VALIDITY
It refers to a test testing what it is supposed to test – samples from a range of what is
needed.

PREDICTIVE VALIDITY
It refers to the impact the exam will have on future.
e.g. Placement test should predict the level of a student well, however sometimes students
are misplaced. When this happens we can say the exam has no predictive validity.

CONSTRUCT VALIDITY
It refers to a test testing what it is supposed to test and nothing else e.g: if reading the
instructions requires skills above learner's level, the test may lack construct validity. It
doesn’t test incidental cultural knowledge. The students must understand what he has to
do.

OBJECTIVE AND SUBJECTIVE TESTING TECHNIQUES IN TERMS OF MARKING

Objective - quick to mark and don't even need to be marked by a teacher.

Subjective - are easier to design but have to be marked by a teacher, as it involves a lot
of decision making about the quality and acceptability of answers.