Unit 3

TESTS
Proficiency tests
These tests are designed to determine the ability of people regarding in a particular language, but not considering previous training of the target language, this test is based on what participants are able to do in a language in order to be considered very capable. This test is often used to discover if the participant is able to fit into the needs or purpose wanted, it can be specific or more general.

• Example: A language knowledge test that we have to pass in order to be accepted in a university, like the test we do in Facultad de Idiomas U.A.B.C. or Cambridge First Certificate in English examination.

Achievement tests
These tests are related to language courses, and their purpose is to see how the students are progressing in completing the course objectives.
There are two kinds of these tests: final achievement and progress achievement tests. The final achievement tests, which content is related to the course, are the ones that are applied at the end of the course and they are written and given by superior official members, these are not done by the course teacher.

• Example: The final test in high schools in Mexican education system, they are sent from the state capital Mexicali.

The progress achievement tests are those applied during the course to measure student’s progress, their content is related to the course objectives.

• Example: A test for a specific unit from the course, this is applied after seen and reviewing the unit.

Diagnostic tests
These tests are applied to be aware of student’s weaknesses and strengths, this will help us to identify where students have problems so we can focus on the required skills.

• Example: A test done just to check how you are doing in all or some skills, it can be focus on reading, writing, listening, grammatical structures, and vocabulary.

Placement tests
These tests are designed to place students according to their level of language knowledge and command.

• Example: A test done by Centro de Idiomas U.A.B.C. to place students in the required level.





TESTING
Direct Testing
It’s the one that requires the candidate to perform precisely the skill that we wish to measure.

Indirect Testing
It’s the one that measures the abilities that underlie the skills in which we are interested.

Discrete Testing
It’s the one that refers to the testing of only one element at a time, item by item.

Integrative Testing
It’s the one where students have to demonstrate that they have the control over several aspects of language.

Norm-referenced Testing
It’s the one in which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured.

Criterion-referenced Testing
Is one that provides for translating test scores into a statement about the behavior to be expected of a person with that score or their relationship to a specified subject matter.

Objective Testing
It’s a test in which no judgment is required on the part of evaluator.

Subjective Testing
It’s a test in which the judgment is required on the part of evaluator.











Analysis of a Test.
1. What is the purpose of the test? It is to measure students’ performance on grammar and vocabulary.

2. Does it represent direct or indirect testing (or a mixture of both)? It represents direct testing because students need to perform the skills.


3. Are the items discrete point or integrative (or a mixture of both)? It is integrative because it contains two aspects of the language to work on.

4. Which items are objective, and which are subjectivity? All the activities are objective because the test doesn´t have the need the judgment of the teacher. There are no subjective activities.


5. Is the test norm-referenced or criterion-referenced? It is norm-referenced because the tested person is in a predefined population.

6. Does the test measure communicative abilities? Would you describe it as a communicative test? Justify your answers. No, because the test is focused on specific aspects of grammar and vocabulary.


7. What relationship is there between the answers to question 6 and the answers to the other questions? There is no relation between the answers because the test we chose is not focused on any communicative aspect of the language, just in a part of the structure.



Validity
It refers to the extent to which a test's content is representative of the actual skills learned and whether the test can allow accurate conclusions concerning achievement.
Reability
A reliable test should be a consistent measure of performance. In other words, the scores obtained by a student on one occasion should be very similar to those which would have been attained by the same student with the same level of language skills if the test were administered again on a different occasion.
Practicality
A test should be as economical as possible in terms of time and cost. Some considerations include administration, time, easy of marking and the reproduction of the test material. This is to make it simple and easy for both, students and the teacher.
Backwash effects
It refers to the effects a test has on teaching done prior to the test. This means that backwash is usually described as the effect that testing practices have on teaching practices. It is to quantify or directly describe such an effect. An important part of the description of a test is the description of any backwash effect that it hopes to have or is believed to have. It also depends on the ways in which teachers and learners interpret test requirements, and work with them in the classroom.