Types of tests used in English Language Teaching Bachelor Paper
University of Latvia
Faculty of Modern Languages
English Department
Types of Tests Used in English Language.
Bachelor Paper
An?elika Ozerova
Riga
2004
Declaration of academic Integrity
I hereby declare that this study is my own and does not contain any
unacknowledged material from any source.
Signed:
12 May, 2004
Abstract.
The present paper attempts to investigate various types of tests and
their application in the language classroom. The theoretical part deals
with the basic data about testing, the comparison of such issues as
assessment and valuation, reasons for testing, types of tests, such as
diagnostic, progress, achievement, placement and proficiency tests; test
formats and ways of testing.
It relates theory to practice by analyzing two proficiency tests:
TOEFL and CFC tests. They are carefully discussed and compared to find
any similarities or differences in their structure and design. The
conclusions drawn are based on the theory and analyses of the tests. The
data obtained indicate that the both tests though being sometimes
different in their purpose, design and structure, are constructed
according to the universally accepted pattern.
Table of Contents
Introduction …………………………………………………........................1
Chapter 1
What is test?……………………………………………………………………3
Chapter 2
2.1 Inaccurate tests……………...…………………………………………….7
2.2 Validity……………………..……………………………………………..8
2.3 Reliability………….. ……………………………………………………11
Chapter 3
3.1 Diagnostic tests………………………………. ………………………….13
3.2 Placement tests…………………………...……………………………….15
3.3 Progress tests……………………………………………...........................17
3.4 Achievement tests………………………..……………………………….18
3.5 Proficiency tests…………………………………………………………..20
Chapter 4
4.1 Direct and Indirect testing…..…………………………………………....22
4.2 Discrete point and integrative testing……………………………………..24
4.3 Criterion-refernced and Norm-referenced testing…………………………25
4.4 Objective and Subjective testing...………………………………………..26
4.5 Communicative language testing…………………………………………26
Chapter 5
5.1 Multiple choice tests………………………………………………………29
5.2 Short answer tests…………………………………………………………32
5.3 The Cloze tests and Gap-filling tests……………………………………..33
5.4 C-Test……………………………………………………………………..35
5.5 True/false items……………………………………………………………36
5.6 Dictation…………………………………………………………………...36
5.7 Listening Recall……………………………………………………………38
5.8 Testing Grammar through Error-recognition Items……………………….38
5.9 Controlled Writing…………………………………………………………39
5.10 Free Writing………………………………………………………………40
5.11 Test Formats Used in Testing Speaking Skills…………………………..41
Chapter 6
Analysis of the Test of English as a Foreign Language and Cambridge
First
Certificate test according to test design criteria………………………………..43
Conclusions…………………………………………………………………...55
Theses. ………………………………………………………..........................57
Bibliography…………………………………………………….......................59
Appendix
Introduction
Among all words used in a classroom there is the only word that
usually makes the students shudder: “test”. There is hardly a person who
would claim that s/he favours tests and finds them very motivating.
However, tests cannot be avoided completely, for they are inevitable
elements of learning process. They are included into curriculum at schools
and are to check the students’ level of knowledge and what they are able to
do; they could be accomplished at the beginning of the study year and at
the end of it; the students could be tested after working on new topics and
acquiring new vocabulary. Moreover, the students are to face the tests in
order to enter any foreign university or reveal the level of their English
language skills for themselves. For that purpose they take specially
designed tests that are Test of English as a Foreign Language, or TOEFL
test (further in the text) and CFC (further in the text), or Cambridge
First Certificate. Although, these tests can sometimes serve for different
purposes and are unrelated, they are sometimes quite common in their design
and structure. Therefore, the author of the paper is particularly
interested in the present research, for she assumes it to be of a great
significance not only for herself, but also for the individuals who are
either involved in the field or just want to learn more about TOEFL and CFC
tests, their structure, design and application. Therefore, the present
research will display various aspects of the theory discussed, accompanied
with the practical part vastly analyzed.
Thus, the goal of the present research is to investigate various types
of test formats and ways of testing, focusing particularly on TOEFL and CFC
tests, in order to see how the theory is used and could be applied in
practice.
The hypothesis is as follows: Serving for almost similar purpose, however
being sometimes different in their design and structure, the TOEFL and CFC
tests are usually constructed according to the accepted universal pattern.
The enabling objectives are as follows:
. To review literature on the nature of tests in order to make
theoretically well-motivated discussions on the choice of testing types;
. To analyse the selected types of tests, such as TOEFL and CFC tests;
. To draw relevant conclusions.
Methods of Research:
Theoretical:
1) Analytical and selective study of the theory available;
2) Juxtaposition of the ideas selected from theory and tested against
practical evidences;
3) Drawing conclusions.
Practical:
. Selecting and adapting appropriate tests types, such as TOEFL and CFC, to
exemplify the theory.
The paper consists of six chapters each including sub-chapters.
Chapter 1 discusses the general data about tests. Chapter 2 describes
reliability and validity. Chapter 3 focuses on various types of tests.
Chapter 4 deals with ways of testing. Chapter 5 speaks on four language
skills. Chapter 6 offers the practical part of the paper.
Chapter 1
What is test?
Hicks (2000:155) considers that the role of tests is very useful and
important, especially in language learning. It is a means to show both the
students and the teacher how much the learners have learnt during a course.
The author of the paper agrees with the statement, for she believes that in
order to see whether the students have acquired the material and are making
constant progress, the teacher will inevitably have to test his/her
learners. It does not mean that a usual test format with a set of
activities will be used all the time. To check the students’ knowledge the
teacher can apply a great range of assessment techniques, including even
the self-evaluation technique that is so beloved and favoured by the
students. Moreover, according to Heaton (1990:6), tests could be used to
display the strength and weaknesses of the teaching process and help the
teacher improve it. They can demonstrate what should be paid more attention
to, should be worked on and practised. Furthermore, the tests results will
display the students their weak points, and if carefully guided by the
teacher, the students will be even able to take any remedial actions.
Thompson (Forum, 2001) believes that students learn more when they
have tests. Here we can both agree and disagree. Certainly, preparing for a
test, the student has to study the material that is supposed to be tested,
but often it does not mean that such type of learning will obligatory lead
to acquisition and full understanding of it. On the opposite, it could
often lead to the pure cramming. That, consequently, will result in a
stressful situation the student will find her/himself before or during the
test, and the final outcome will be a complete deletion of the studied
material. We can base that previous statement on our own experience: when
working at school, the author of the present research had encountered such
examples for many times.
However, very often the tests can facilitate the students’ acquisition
process, i.e.: the students are to be checked the knowledge of the
irregular verbs forms. Being constantly tested by means of a small test,
they can learn them successfully and transfer them to their long-term
memory, as well. Although, according to Thompson tests decrease practice
and instruction time. What he means is that the students are as if limited;
they are exposed to practice of a new material, however, very often the
time implied for it is strictly recommended and observed by a syllabus.
That denotes that there will be certain requirements when to use a test.
Thus, the students find themselves in definite frames that the teacher will
employ. Nevertheless, there could be advantages that tests can offer: they
increase learning, for the students are supposed to study harder during the
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