1. Background in Tests and Test Preparation Đ ặ ng Hi ệ p Giang SED-MOET

2. Types of tests Proficiency tests: TOEFL; IELTS; FCE; CAE; CPE, etc. No specific course based, general knowledge and skill based. Independent of teaching. Measure general language ability. Achievement tests: directly related to classroom teaching and learning. Content based or objective based. Final or progressive.

3. Types of tests Diagnostic tests: to identify students’ strengths and weaknesses Placement tests: to classify students according to their language ability

4. The Effects of Testing: Backwash and Inaccurate Tests Positive and Negative Backwash Poor test contents and techniques Unreliability

5. Approach to testing Direct versus Indirect testing: written transcripts of word are supposed to test pronunciation Discrete point versus integrative testing: one element at a time, item by item versus a combination of many language elements.

6. Approach to testing Norm-referenced versus criterion- referenced testing: –Norm-referenced refers to the relative ability of the test takers against the same group. –Criterion-referenced refers to what the test takers are supposedly able to do in real life.

7. Approach to testing Objective versus subjective testing: –Objective testing means no judgement is required from the scorer, the more objective the test, the more reliability the test may bring. Communicative language testing: –Ability of partaking in communication is measured.

8. Tasks Please give some reflection on your own test construction in your teaching. What principles do you base your tests on? Do you write your own test questions or do you use outside sources? If so, what are the criteria for selection?