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 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 Indirect Discrete-point Integrative Aptitude/ Proficiency External Norm-Referenced Subjective Direct Achievement/ Performance Internal Criterion- Evaluating the usefulness of a language test Usefulness= reliability+validity+ impact authenticity+interactiveness+practicality (Bachman and Palmer, 1996) Impact Authenticity TEST RELIABILITY USEFULNESS Practicality VALIDITY Interactiveness Evaluating the usefulness of a language test Essential measurement qualities reliability construct validity Evaluation: test taker - test task - Target Language Use (TLU) TLU Test Taker Test Task Overview of common language proficiency tests ETS, US TOEFL TOEIC UK IELTS CAEL CDN 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 Test of English as a Foreign Language Objective Subjective Discrete-point Integrative Proficiency Achievement discord between test and understanding of language and communication passive recognition of language cutoff scores are very problematic general proficiency academic 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 costefficient” Test of English for International Communication Objective Subjective Discrete-point Integrative 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.Reading A.Reading G.Writing A.Writing Speaking International English Language Testing System Objective Subjective Discrete-point Integrative 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 Topicbased,integrated reading, listening, and writing tasks provides specific diagnostic information scores are reported Canadian Academic English Language Assessment Objective Subjective Discrete-point Integrative Proficiency Achievement tests performance and use diminished gap between test and classroom validity is supported by teacher evaluations Washback: The Impact of Tests on Teaching and Learning “The power of tests has a strong influence on curriculum and learning outcomes” (Shohamy, 1993) test positive washback form of test impact depends on good antecedent: educational context and condition process 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”?
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