Chapter 1: Introduction to language testing

Chapter 1: Introduction to language testing Source: Heaton, J.B. (1989). Writing English Language Tests. Longman & New York 1. Testing & teachingTesting & Teaching: closely relatedTests: - devices to reinforce learning & motivate Ss - means of assessing Ss’ lang. performanceTests focusing on daily communication useful effects on learningGood communicative tests+ effects: learning, teaching & learning habits 2. Why test?Evaluating Ss’ performance (comp. & selecting)Locating the precise area of Ss’ difficultyAscertaining difficult problems in curriculumMeasuring Ss’ performance w/o traps effective motivation 3. What should be tested & to what standard?Analyzing the language tested: importantIdentifying the purpose of assessment: including aspects /skills testedBefore constructing tests: to questions standards4. Testing the language skills Listening: short utterances, dialogues, talks & lecturesSpeaking: interview, picture description, role play, problem-solving tasks (pair/group)Reading: ability to understand gist, key information on specific pointsWriting: letters, reports, messages 5. Testing language areasGrammar & usage: measuring Ss’ ability to recognize appro. gram forms & to manipulate structuresVocabulary: meaning, pattern, collocationsPhonology: stress patterns, tunes (↑↓voice) 6. Language skills & language elementsSkills, integrated skills, elements: purpose of tests & level of learnersAll levels: measuring ability to communicate A good lang. test: Ss’ performance in 4 skills used in real life7. Recognition & productionRecognition: words & language form- multiple-choice forms (easy to examine statistically) Production: measuring learners’ ability to produce or use correct lang. forms in real lifeA good language test: either recognition or production items, or combination of both 8. Problems of samplingThe longer the test the more reliable a measuring instrumentThe language tested= the one used in the classroomItems based on contrastive analysis: effective for Ss from the same L1Writing test specifications based on learning tasks included in the syllabus 9. Avoiding traps for the SsNever trap Ss in giving incorrect answersNot including items never taughtFinding out what Ss know, not trapping themGaining a deeper insight the language tested & learning process involved