tesl canada national conference
TRANSCRIPT
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LANGUAGEPROFICIENCY
TESTING
A Critical Survey
Presented by Ruth Hungerland,Memorial University of Newfoundland,
TESL Newfoundland and Labrador
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Please God may I not failPlease 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
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OverviewTypes of language tests
Ways of describing tests
Evaluating the usefulness of languagetests
Overview of common language tests:
TOEFL, TOEIC, IELTS, and CAEL Impact of testing on learning and
teaching
Critical use of language tests
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Testing Questions
What is actually being tested by the testwe are using?
What is thebest test to use?What relevant information does the test
provide?
How is testing affecting teaching andlearning behaviour?
Is language testing fair?
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Types of Language Tests
Achievement test
associated with process of instruction
assesses where progress has been made
should support the teaching to which itrelates
Alternative Assessment need for assessment to be integrated with the
goals of the curriculum
learners are engaged in self-assessment
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Proficiency testaims to establish a test takers readiness
for a particular communicative role
general measure of language abilitymeasures a relatively stable trait
used to make predictions about futurelanguage performance (Hamp-Lyons, 1998)
high-stakes test
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Some ways of describing tests
Objective Subjective
Indirect Direct
Discrete-pointIntegrative
Aptitude / Achievement/
Proficiency Performance
External Internal
Norm-Referenced Criterion-
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Evaluating the usefulness of a
language testUsefulness= reliability+validity+ impact
authenticity+interactiveness+practicality
(Bachman and Palmer, 1996)
TESTUSEFULNESSRELIABILITY VALIDITY
Impact Authenticity
Practicality Interactiveness
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Evaluating the usefulness of a
language testEssential measurement qualities
reliability
construct validity
Evaluation: test taker - test task - TargetLanguage Use (TLU)
TLU
Test TaskTest Taker
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Overview of common
language proficiency tests
TOEFL TOEIC
IELTS
CAEL
ETS, US
UK
CDN
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Test of English as a Foreign
Language One million test takers
per year
P&P310-677/
CBT0-
300
Three sections:
Listening
Structure and WrittenExpression
ReadingComprehension
TWE
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Test of English as a Foreign
LanguageObjective Subjective
Discrete-point Integrative
ProficiencyAchievement
discord between test and understanding
of language and communicationpassive recognition of language
cutoff scores are very problematic
general proficiency academic
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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
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Test of English for
International Communication
Objective Subjective
Discrete-point Integrative
ProficiencyAchievement
lack of correspondence with TLU
narrow construct
test content is extremely broad
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International English
Language Testing System Academic/General
Results reported in
band scores 1-9
Listening
G.Reading A.Reading
G.Writing A.Writing
Speaking
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International English
Language Testing System
Objective Subjective
Discrete-point Integrative
ProficiencyAchievement
test tasks reflective of academic tasks
score reporting is diagnostic
need for reliability research
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Canadian Academic English
Language Assessment Mirrors language
use in university
Topic-based,integratedreading, listening,and writing tasks
provides specificdiagnosticinformation
scores are reported-
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Canadian Academic English
Language AssessmentObjective Subjective
Discrete-point Integrative
ProficiencyAchievement
tests performance and use
diminished gap between test andclassroom
validity is supported by teacherevaluations
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Washback: The Impact ofTests 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 onantecedent: educational context and
condition
process
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Critical Language Testing
Focus on consequence and ethics oftest use
Tests are embedded in cultural,educational, and political arenas
whose agenda?
Questions traditional testing knowledgeEnglish proficiency= academic success?
English: got it or get it!
Responsible test use(Hamp-Lyons, 2000)
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Testing Questions
What is actually being tested by the testwe are using?
What is thebest test to use?What relevant information does the test
provide?
How is testing affecting teaching andlearning behaviour?
Is language testing fair?