ABSTRACT
The chapter begins with an introduction to testing. Subsequent sections deal with test evaluation, administering written and oral tests, respectively and alternatives or supplements to traditional tests.
Firstly, it suggests five questions which teachers should ask themselves before setting a test. The different purposes of tests, especially summative and formative purposes, are then discussed with reference in particular to proficiency tests, achievement tests, placement tests and diagnostic tests. Three phases of testing from the test taker’s perspective, each of which should positively influence language-learning motivation, are then set out: preparation for the test, taking the test and post hoc analysis coupled with teacher feedback. The focus now switches to testing techniques, especially the distinction between direct and indirect testing, and between discrete-point and integrated testing. A list of well-known test-types with sample items and tasks is provided to illustrate the scale from discrete-point to integrated testing. The question of how to interpret test results is next broached and the distinction between criterion-referenced and norm-referenced testing is explained. The idea of learner-referenced (ipsative) testing is also introduced. On a cautionary note, the limitations of testing contingent on six sorts of test selectivity are pointed out. The section concludes by mentioning individual differences among learners concerning their attitudes to tests and their test preferences. Attention is drawn especially to test anxiety, already mentioned in Chapter 3.
The section on test evaluation discusses some well-established criteria for evaluating the effectiveness of tests, namely: validity, reliability, scorability, economy, administrability, discriminability and backwash on teaching. The section on written tests offers practical advice on piloting the test, the provision of necessary advance information to test takers, invigilation and, finally, on marking (scoring) the test. The section on oral testing presents various techniques of oral testing and describes different ways of scoring (marking) an oral test. Six summary rules of thumb are provided for carrying out oral tests. The final section of the chapter is devoted to alternatives and supplements to traditional language tests. These comprise teacher reports, continuous assessment, portfolio assessment, peer assessment and self-assessment. Some guidance as to their various advantages over traditional language tests is given, their respective limitations are pointed out and their individual suitability or unsuitability according to testing situation is indicated.
