TEST

USEFULNESS:
Qualities of language
test.

GROUP 2
Members:

1. Nguyễn Tuấn Phương 2. Hoàng Tiến Giáo

3. Nguyễn Thùy Dương 4. Nguyễn Thị Loan
5. Ngô Thị Thủy 6. Lê Thị Ngọc Quyên
7. Trần Trang Anh 8. Đào Diệu Linh
9. Trần Thị Minh Hằng 10. Đỗ Tây Hiền
11. Trần Thị Huyền Trang 12. Tăng Phương Thảo
13. Vũ Thị Thanh Hương 14. Nguyễn Thị Phương Nhi
15. Kim Vân 16. Vinh
 RELIABILITY

DEFINITION CHARACTERISTIC EXAMPLE

 DEFINITION

Consistency of measurement

Test-Retest Reliability Internal Consistency Interrater Reliability

Score on test tasks with Score on test tasks with
Reliability
characteristic A characteristic A’

The conditions between them:

Test A - Be tested in the same time. Test A’
- Be tested in the same level.
- Have the same results.
Example: In the middle-term, teacher make:

Midle- term test Midle-term test

(A) (B)
 Midle-
term test
(A) Reliable
Same result tests

Class( other student

levels)

Unreliable
Different result
Midle- tests
term test
(B)
CONSTRUCT
VALIDITY
  Construct Validity Definition:
is used to determine how well a test measures
what it is supposed to measure, and it made on
the basis of observations or measurements (often
test scores).
 Construct validity is a one way to test the validity of a test .

• For example : you might try to find out if periodic tests such as 15
minutes tests , the one-period tests and the final exams develop and
increase memory retention or not . Construct validity would measure if
your research is actually measuring develop memory retention and
increase student attendance.
 When we consider the construct validity of a score interpretation
 We need to pay attention on characteristics of the test task :

Inferences
about Score interpretation Domain of
language generalization
ability

Construct
authenticity
validity

Test score

Language ability Characteristics of the

test task
interactiveness
Authenticity
A test quality
In Chapter 3

To justify Demonstrate

Language test Language

corresponds test itself
 Relationship Figure

Characteristics of Authenticity Characteristics of

the TLU task the test task
 Authenticity as a critical quality of language
tests.
 Authenticity tobe an important test quality because:

Relates the test task Its potential effect on

to the domain of test takers’
generalizion perceptions

=> We believe that most language test developers implicitly consider

authenticity in designing language tests.
Design an authentic test task

 Identify the critical features that define task in the TLU domain.
 Either esign test tasks or select sample tasks that have these critical
features.
4.INTERACTIVENESS
 18

A FUNTION OF THE EXTENT AND TYPE OF

INVOLVEMENT OF THE TEST TAKER’S INDIVIDUAL
CHARACTERISTICS
DEFINITION
INCLUDING:
- language knowledge and strategic competence,
or metacognitive strategies)
- topical knowledge
- affective schemata

INDIVIDUAL TASK (TEST)

 19

EXAMPLE 1:
A writing test requires students grade 4th
to write the words in the correct order:
do/ what/ they/ do?
Authenticity: High
Interactiveness: Low
 20

○ A speaking test requires students grade 10th to

EXAMPLE 2:
talk about traditional food, teacher may ask
more about their favorite traditional food in
non-test conversation.
Authenticity: Low
○ Interactiveness: High
 21

EXAMPLE 3:
A vocabulary test for students grade 6th to
enter in an English class requires students
to match the words with its meanings
Authenticity: Low
Interactiveness: Low
 22

○ A speaking test design for students

EXAMPLE 4: grade 6th require students to role-
play to make a conversation about
their daily routine when they review
about the Simple tense.
○ Authenticity: High
○ Interactiveness: High
 23
SOME THINGS TO REMEMBER ABOUT
AUTHENTICITY AND INTERACTIVENESS

1. Both authenticity and

interactiveness are relative.

2. We can’t determine the relative

authenticity or interactiveness of a
test task just by looking at it.
3. Certain test tasks may be
useful for their intended
purpose, even though they are
low in either authenticity or
interactiveness
 “
25

○ 4. In either designing new tests or analyzing

existing tests, our estimates of authenticity and
interactiveness are only guesses.

○ 5. The minimum acceptable levels that we

specify for authenticity and interactiveness will
depend on the specific testing situation.
5.IMPACT

Test Scores

Society, Individuals: test takers, teachers,

Education system adminstrators
WASHBACK (OR BACKWASH)

• They direct impact of testing on individual.

• The effect of testing on teaching and learning.

• Test developers and user cannot just simply assume

that test will have an impact on teaching and learning
but must actually investigate the specific areas,
directions and extent of the presume impact.
IMPACT ON TEST TAKERS
• The experience of taking or preparing for
the test.

• The feedback they receive about their

performance on the test.

• The decisions that may be made about them

on the basis of their test scores.
IMPACT ON TEACHERS

• Testing for teaching.

• We should be able to bring about improvement

and instructional practice through the use of tests
so we need to try to use tests that incorporate
order are compatible with our beliefs about
effective teaching and learning.
IMPACT ON SOCIETY AND EDUCATION SYSTEM
• List in detail the intended uses of the test.

• List the potential consequences, both positive and

negative of using the test.

• Rank these outcomes in terms of their desirability.

• Collect information to determine how likely each

of these outcomes is.
 The
Definition Practicality
mentioned
A test is practical when:
• Is not too expensive
• Stays with appropriate time constraints
• Is relatively easy to administer
• Has a scoring/ evaluation procedure that is specific and time
efficient.