LANGUAGE PROFICIENCY TESTING A Critical Survey Presented by Ruth Hungerland, Memorial University of Newfoundland, TESL Newfoundland and Labrador

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

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

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”?

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

 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

Some ways of describing tests Objective Subjective Indirect Direct Discrete-point Integrative Aptitude/ Achievement/ Proficiency Performance External Internal Norm-Referenced Criterion- Referenced

Evaluating the usefulness of a language test  Usefulness= reliability+validity+ impact authenticity+interactiveness+practicality (Bachman and Palmer, 1996) TEST USEFULNESS RELIABILITYVALIDITY ImpactAuthenticity PracticalityInteractiveness

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

Overview of common language proficiency tests TOEFL TOEIC IELTS CAEL ETS, US UK CDN

Test of English as a Foreign Language  One million test takers per year  P&P / CBT  Three sections:  Listening  Structure and Written Expression  Reading Comprehension  TWE

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

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”

Test of English for International Communication ObjectiveSubjective Discrete-pointIntegrative Proficiency Achievement  lack of correspondence with TLU  narrow construct  test content is extremely broad

International English Language Testing System  Academic/General  Results reported in band scores 1-9 Listening G.ReadingA.Reading G.WritingA.Writing Speaking

International English Language Testing System ObjectiveSubjective Discrete-pointIntegrative Proficiency Achievement  test tasks reflective of academic tasks  score reporting is diagnostic  need for reliability research

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

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

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)

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)

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”?