The use of tests in language, different kinds and categories.

1. Language
tests
Teaching for Secondary
Education
Universidad Santo Tomás
Cecilia Maller

2. Three reasons for Lg. Tests
 Placement: to place ss appropriately in
the program.
 Diagnosis: to diagnose ss´problems in L2
with accuracy.
 Achievement assessment: to measure
achievement, if reached course/program
obj.

3. + Categorizations
 Norm-referenced tests: Measure how a ss does compared
to others on the same test.
Applied on a large scale
“standardized”.
Ex. Simce, Cambridge certifications, Inicia.
 Criterion referencing:How well a ss has met specific
objectives/ level of performance in a certain area.
 Ex. Driver´s licence. (Pass/fail)

4. Indirect and direct testing
 Indirect testing: Does not test actual
performance, tests enabling skills or
microskills that add up to what might
constitute actual performance.
Ex. A test of lexical items relating to history
Used to predict how well he would do in a
history class with competent speakers

5.  Direct testing: Tests abilities actually used in a given
context. Predictions of student performance.
Ex. : After a lecture ( Important ideas)
- to write a summary
- to write an essay expressing opinions.
- to read and understand academic
written discourse.
- Performance tasks, performance checklist
and observations.

6. Discrete Point Tests v/s
Integrative Tests
 Discrete point tests: Examine the
knowledge of specific elements in
phonology, grammar, and vocabulary in
order to determine proficiency in the 4
skills.
ex.:
• Difference between pill and bill?
• Past tense from present progressive’

7.  Integrative tests: Examine a ss´s ability to use many
skills simultaneously to accomplish a task.
Exs. Can the student…
*answer a questions that is
typical of conversation?
* Tell a story ( understandable)
* Write an effective letter?

8. Important to consider
 Tests that are integrative: both in task and
in evaluation: great for indicating the
proficiency levels of ss.
 Tests that are integrative in task and
discrete point in evaluation may be best
used for Diagnostic purposes.

9. Pragmatic tests
 John Oller, Jr ( 1979)
These tests may include:
 Dictation
 Cloze procedures ( supply missing words)
 Paraphrase recognition
 Question answering

10.  Oral interviews
 Essay writing
 Narration
 Translation.
*Ss who do well on one pragmatic test will also tend to
do well on others.
* These tests seem to provide the most reliable, valid
and usable approach to the measurement of lg.
ability.

11. Determining Placement
 If our purpose is to divide ss according to
proficiency levels( beginning, interm. and
advanced), there is need of a
combination of:
 Listening comprehension tasks
 Oral interview
 Some informal writing
 Reading interpretation or paraphrasing
section.