What is a test and test types

Kind of tests

GREEN

CONTENT

-Method.

-Measures: abilities and performance.

-Questions that will help you to design tests.

-Language Aptitude Tests.

-Proficiency Tests.

-Placement Tests.

-Diagnostic Tests.

-Achievement Tests.

WHAT IS A TEST

A TEST IS 1st A METHOD

-Multiple choice questions.

-Writing prompt with scoring rubric.

-Oral interviews.

• Instrument, Techniques, Procedures, or Items.
• To qualify a method must be explicit and structured:

2nd A TEST MUST MEASURE

• General ability, specific competences, or objectives:

-Multi-skill proficiency test. -Quiz on recognizing correct use of definite articles.

• Individuals ability, knowledge, or performance (through test-taker competences)

Most language tests, measures one's ability to perform language to:

TYPES OF TESTS

Questions that will help you when designing tests:

3.- How will the test specifications reflect both the purpose and the objectives?

4.- How will the test tasks be selected the separate items arranged?

5.- What kind of scoring, grading, and/or feedback is expected?

2.- What are the objectives of the test?

1.- What is the purpose of the test?

Brown H. express there are five types of tests:

To measure capacity or general ability to learn a foreign language.

Ex. Modern Language Aptitude Test (MLAT)

Pimsleur Language Aptitude Battery (PLAB)

Language Aptitude Tests

Placement

Tests

Proficiency Tests

To test global competence in a language, tests overall ability.

Ex. Test of English as a Foreign Language (TOEFL)

To place a student into a particular level or section of a language curriculum or school.

Ex. English as a Second Language Placement Test (ESLPT)

Brown H. express there are five types of tests:

To diagnose specific aspects of a language. Elicit info. on what ss´ need to work on in the future. (In any time of the process of learning)

Ex. A typical diagnostic test of oral production by Clifford Prator (1972).

Diagnostic

Tests

Achievement

Tests

To analyze the extent to which ss´ have acquired language features that have already been taught (At the end of the process)

REFERENCES:

Brown H. (2004). Language Assessment Principles and Classroom Practices. 3-4, 43-48.

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