Name: Myra B.

Bajasan – Cultura
Program/Course: MAED - Language Test
Professor: Dr. Jonas V. Palada

Topic: Types of Language Tests

Learning Outcomes:
At the end of the lesson, you should be able to:
1. Identify types of language test.
2. Differentiate the types of language test.
3. Formulate an example of language test.
Introduction
Language testing is a broad category of testing that assesses aspects of a person's
ability to understand or communicate in a particular language. Language testing is used for a
variety of purposes. In academic settings, language testing can assess a student's current
abilities or progress for the purposes of academic placement. In professional settings, language
testing can determine whether a candidate has the language skills needed for a job. Whatever
the context, language assessments can effectively measure a person's language abilities.

Types of Language Test

1. Objective vs. Subjective Test

Objective tests and subjective tests are two different types of assessments that are used
to evaluate various aspects of knowledge, skills, or abilities. Here are the key differences
between objective and subjective tests:
Objective Tests:

 Objective tests are structured assessments with clear, specific answers.

 They typically consist of multiple-choice questions, true/false statements, or matching
items.
 Answers are scored objectively based on pre-determined criteria, without any personal
judgement or interpretation.
 Objective tests are more standardized and less prone to bias, as they are scored
consistently across all test takers.
 Subjects like mathematics, geography, science, engineering, and computer
science rely heavily on objective exams

Subjective Tests:
  Subjective tests are open-ended assessments that require personal interpretation or
judgment.
 They often involve written responses, essays, projects, or performance tasks.
 Answers are evaluated subjectively by a grader or evaluator based on their interpretation
and judgment.
 Subjective tests are more flexible and allow for creativity and critical thinking, but they
can be more challenging to score consistently.
 Examples of subjective tests include essay exams, art portfolios, oral presentations, and
performance evaluations.
 Subjects like writing, reading, art, philosophy, and literature are well-suited for
subjective assessment.

In summary, objective tests have clear and specific answers that are scored objectively,
while subjective tests require personal interpretation and judgment in evaluation. Objective
tests are more reliable and easier to grade, while subjective tests better evaluate higher-level
thinking skills and personal opinions. All types of tests have their own advantages and
limitations, and they are used in different contexts depending on the learning objectives and
assessment goals.

2. Direct vs. Indirect Test

Direct tests and indirect tests are two different approaches to assessing a particular
construct or skill. Here are the key differences between direct and indirect tests:

Direct Tests

Direct testing involves directly observing and evaluating a specific skill or behavior. It
aims to assess performance firsthand.

 Direct tests directly measure the specific construct or skill they are intended to assess.
 They typically involve tasks or questions that directly target the desired outcome.
 Direct tests provide a straightforward and immediate assessment of the specific ability or
attribute being measured.
 Examples of direct tests include measuring reaction time for assessing coordination,
conducting a spelling test to evaluate literacy skills, or using a scale to measure anxiety
levels.
 Direct tests provide immediate, concrete data but may not capture all aspects of a skill or
behavior

Indirect Test

Indirect testing assesses a skill or behavior through other means, such as self-report
questionnaires or evaluations by others. It doesn’t directly observe performance.

 Indirect tests measure the construct or skill of interest through related or indirect
indicators.
  They may involve assessing behaviors, attitudes, or responses that are believed to be
associated with the target construct.
 Indirect tests infer the presence of the construct based on responses to tasks or
questions that are not directly related to the construct itself.
 Examples of indirect tests include using a questionnaire to assess self-esteem,
analyzing non-verbal cues to evaluate deception, or using a proxy measure to estimate
cognitive abilities.
 Indirect tests rely on perceptions, reflections, or external judgments and may be
influenced by bias or subjectivity.

In summary, direct tests directly measure the specific construct or skill, while indirect
tests rely on related or indirect indicators to infer the presence of the construct. Both types of
tests have their own strengths and weaknesses, and the choice between direct and indirect
tests depends on the specific goals of the assessment and the construct being measured.

3. Discrete Point vs. Integrative Test

Discrete Point Test

 Discrete point tests focus on evaluating specific language elements or skills in isolation.
 They typically assess individual language components such as grammar, vocabulary,
pronunciation, or spelling.
 Discrete point tests often consist of items that target a single language feature, where
each item is scored independently.
 These tests allow for a detailed analysis of a learner's proficiency in specific language
areas but may not capture the learner's ability to use language in context.
 Examples of discrete point tests include grammar quizzes, vocabulary matching
exercises, spelling tests, and pronunciation drills.

Integrative Test

 Integrative tests assess overall language proficiency by integrating multiple language

skills in a more holistic manner.
 They evaluate a learner's ability to understand, produce, and interact in language using
a variety of skills simultaneously.
 Integrative tests typically involve tasks or activities that require the integration of
listening, speaking, reading, and writing skills.
 These tests simulate real-life communication situations and provide a more authentic
assessment of language use and communication ability.
 Examples of integrative tests include conversation assessments, writing assignments,
reading comprehension tasks, and listening activities that require responding to
questions based on a listening passage.

In summary, discrete point tests focus on specific language elements or skills in

isolation, while integrative tests assess overall language proficiency by integrating multiple skills
in a more holistic way. Both types of tests play a valuable role in language assessment and can
provide different insights into a learner's language abilities.

4. Aptitude, Achievement, Proficiency Test

Aptitude Tests:
 Aptitude tests measure a person's ability to learn or acquire new skills and
knowledge, focusing on general learning potential.
 Assesses how quickly and effectively an individual can acquire new language
skills or handle certain tasks.

Achievement Test
 An achievement test evaluates a student's knowledge and progress in specific
academic content or skills over a period of time, typically related to coursework or
curriculum objectives.
 It assesses the level of understanding and retention of material covered in a
course or academic program.

Proficiency Test

 Aptitude tests measure a person's ability to learn or acquire new skills and
knowledge, focusing on general learning potential.
 Assesses how quickly and effectively an individual can acquire new language
skills or handle certain tasks.

5. Criterion-Referenced Test vs. Norm-Referenced or Standardized Test:

Criterion-Referenced Test

 A criterion-referenced test measures a candidate's performance against a fixed set of

predetermined criteria or standards.
 It assesses how well an individual has mastered specific skills or knowledge according
to established criteria.
 The focus is on determining the level of mastery of a specific set of skills or knowledge.

Norm-Referenced or Standardized Test:

 A norm-referenced or standardized test compares an individual's performance to that of

a larger group of test-takers, enabling ranking and comparison of scores.
 It determines how well a test-taker performs relative to others in a norm group rather
than against a fixed standard.
 The focus is on ranking and comparing individuals based on their performance in
relation to a group.

In conclusion, criterion-referenced tests measure individual performance against set

criteria, while norm-referenced or standardized tests compare performance to that of a larger
group for ranking and comparison purposes.
 6. Other Test Categories

Performance-Based Assessments

 These assessments evaluate students' abilities to apply their knowledge and

skills in real-world scenarios, tasks, or projects.

Formative Assessments

 Formative assessments are ongoing evaluations conducted during the learning

process to provide feedback and guide instructional improvements.

Summative Assessments

 Summative assessments are carried out at the end of an instructional period to

measure a student's overall understanding and competency in a specific subject
or course.

Diagnostic Assessments

 Diagnostic assessments are used to identify students' strengths, weaknesses,

and prior knowledge to tailor instruction to their specific needs.

Authentic Assessments

 These assessments require students to demonstrate their knowledge and skills

in realistic contexts that mirror tasks they would encounter in the real world.

Portfolio Assessment

 In portfolio assessments, students compile a collection of their work over time to

showcase their progress and achievements in various areas.

Self-Assessment

 Self-assessment involves students reflecting on their performance and progress,

identifying their strengths and areas for improvement.

References:
https://www.languagetesting.com/language-testing-and-assessment
https://languagetool.org/insights/post/subjective-vs-objective/
https://bengoa.wordpress.com/2008/02/18/approaches-to-testing-direct-and-indirect-testing/
https://belinblank.wordpress.com/2022/11/16/using-achievement-aptitude-and-ability-tests-for-
acceleration-decisions/
https://en.wikipedia.org/wiki/Criterion-referenced_test