Download presentation
Presentation is loading. Please wait.
Published byKelley Montgomery Modified over 8 years ago
1
LANGUAGE PROFICIENCY TESTING A Critical Survey Presented by Ruth Hungerland, Memorial University of Newfoundland, TESL Newfoundland and Labrador
2
Please God may I not fail Please God may I get over sixty per cent Please God may I get a high place Please God may all those likely to beat me get killed in road accidents and may they die roaring. Irish novelist McGahern
3
Overview Types of language tests Ways of describing tests Evaluating the usefulness of language tests Overview of common language tests: TOEFL, TOEIC, IELTS, and CAEL Impact of testing on learning and teaching Critical use of language tests Testing Questions
4
Testing Questions What is actually being tested by the test we are using? What is the“best” test to use? What relevant information does the test provide? How is testing affecting teaching and learning behaviour? Is language testing “fair”?
5
Types of Language Tests Achievement test associated with process of instruction assesses where progress has been made should support the teaching to which it relates Alternative Assessment need for assessment to be integrated with the goals of the curriculum learners are engaged in self-assessment
6
Proficiency test aims to establish a test taker’s readiness for a particular communicative role general measure of “language ability” measures a relatively stable trait used to make predictions about future language performance (Hamp-Lyons, 1998) high-stakes test
7
Some ways of describing tests Objective Subjective Indirect Direct Discrete-point Integrative Aptitude/ Achievement/ Proficiency Performance External Internal Norm-Referenced Criterion- Referenced
8
Evaluating the usefulness of a language test Usefulness= reliability+validity+ impact authenticity+interactiveness+practicality (Bachman and Palmer, 1996) TEST USEFULNESS RELIABILITYVALIDITY ImpactAuthenticity PracticalityInteractiveness
9
Evaluating the usefulness of a language test Essential measurement qualities reliability construct validity Evaluation: test taker - test task - Target Language Use (TLU) TLU Test Task Test Taker
10
Overview of common language proficiency tests TOEFL TOEIC IELTS CAEL ETS, US UK CDN
11
Test of English as a Foreign Language One million test takers per year P&P 310-677/ CBT 0- 300 Three sections: Listening Structure and Written Expression Reading Comprehension TWE
12
Test of English as a Foreign Language ObjectiveSubjective Discrete-pointIntegrative Proficiency Achievement discord between test and understanding of language and communication passive recognition of language cutoff scores are very problematic general proficiency academic proficiency
13
Test of English for International Communication TOEFL equivalent for workplace setting two sections, 200 q. listening reading entertainment, manufacturing, health, travel, finance, etc. “objective and cost- efficient”
14
Test of English for International Communication ObjectiveSubjective Discrete-pointIntegrative Proficiency Achievement lack of correspondence with TLU narrow construct test content is extremely broad
15
International English Language Testing System Academic/General Results reported in band scores 1-9 Listening G.ReadingA.Reading G.WritingA.Writing Speaking
16
International English Language Testing System ObjectiveSubjective Discrete-pointIntegrative Proficiency Achievement test tasks reflective of academic tasks score reporting is diagnostic need for reliability research
17
Canadian Academic English Language Assessment Mirrors language use in university Topic- based,integrated reading, listening, and writing tasks provides specific diagnostic information scores are reported in bands 10-90
18
Canadian Academic English Language Assessment ObjectiveSubjective Discrete-pointIntegrative Proficiency Achievement tests performance and use diminished gap between test and classroom validity is supported by teacher evaluations studies on predicting academic success
19
Washback: The Impact of Tests on Teaching and Learning “The power of tests has a strong influence on curriculum and learning outcomes” (Shohamy, 1993) good test positive washback form of test impact depends on antecedent: educational context and condition process consequences (Wall, 2000)
20
Critical Language Testing Focus on consequence and ethics of test use Tests are embedded in cultural, educational, and political arenas whose agenda? Questions traditional testing knowledge English proficiency= academic success? English: got it or get it! Responsible test use (Hamp-Lyons, 2000)
21
Testing Questions What is actually being tested by the test we are using? What is the”best” test to use? What relevant information does the test provide? How is testing affecting teaching and learning behaviour? Is language testing “fair”?
Similar presentations
© 2024 SlidePlayer.com Inc.
All rights reserved.