LANGUAGE PROFICIENCY

TESTING

A Critical Survey

Presented by Ruth Hungerland, Memorial University of Newfoundland,

TESL Newfoundland and Labrador

Please God may I not failPlease God may I get over sixty per

centPlease God may I get a high placePlease God may all those likely to beatme 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)

TESTUSEFULNESS

RELIABILITY VALIDITY

Impact Authenticity

Practicality 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 TaskTest 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 310-677/ CBT 0-300 Three sections:

Listening Structure and Written

Expression Reading Comprehension TWE

Test of English as a Foreign Language

Objective SubjectiveDiscrete-point IntegrativeProficiency 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

Objective SubjectiveDiscrete-point IntegrativeProficiency 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 SubjectiveDiscrete-point IntegrativeProficiency

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

AssessmentObjective SubjectiveDiscrete-point IntegrativeProficiency 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”?