Meaning and Concept of Language Testing

Meaning and Concept of Language Testing

Introduction

Simply put, language testing is the measurement of a person’s ability to use language in some way. Of course, that doesn’t clarify much, because language is an incredibly complex phenomenon involving a number of distinct skills that interact with each other in any number of ways. For that reason, to provide a language testing definition in the context of your organization, we need to talk about which skills you’re wanting to measure and why. Since Parrot focuses on language testing for the workplace, our testing program is designed to measure the skills you use to communicate in the workplace. Specifically, we measure a candidate’s ability to speak a language in the types of situations they face on the job. In contrast, other language tests measure reading, writing, listening, or some combination of these or other skills.

Ultimately, language testing means identifying people with the language skills that will help your organization achieve its mission. To that end, partnering with Parrot will give you access to the world’s best workplace language test. We’ve combined an innovative methodology with modern technology to create a new standard for simplicity, accuracy, and efficiency.

Here Are A Few General Guidelines to Help You Get Start

1. Consider your reasons for testing. Will this quiz monitor the students’ progress so that you can adjust the pace of the course? Will ongoing quizzes serve to motivate students? Will this final provide data for a grade at the end of the quarter? Will these mid-term challenge students to apply concepts learned so far? The reason(s) for giving a test will help you determine features such as length, format, level of detail required in answers, and the time frame for returning results to the students.
2. Maintain consistency between goals for the course, methods of teaching, and the tests used to measure achievement of goals. If, for example, class time emphasizes review and recall of information, then so can the test; if class time emphasizes analysis and synthesis, then the test can also be designed to demonstrate how well students have learned these things.
3. Use testing methods that are appropriate to learning goals. For example, a multiple choice test might be useful for demonstrating memory and recall, for example, but it may require an essay or open-ended problem-solving for students to demonstrate more independent analysis or synthesis.
4. Help Students prepare. Most students will assume that the test is designed to measure what is most important for them to learn in the course. You can help students prepare for the test by clarifying course goals as well as reviewing material. This will allow the test to reinforce what you most want students to learn and retain.
5. Use consistent language (in stating goals, in talking in class, and in writing test questions) to describe expected outcomes. If   you   want   to   use   words like explain or discuss, be sure that you use them consistently and that students know what you mean when you use them.
6. Design test items that allow students to show a range of learning. That is, students who have not fully mastered everything in the course should still be able to demonstrate how much they have learned.

Meaning and Concept of Language Testing

ÂAPPROACHES TO LANGUAGE TESTING

1. Discrete-point Testing Approach

Discrete Point tests are constructed on the assumption that language can be divided into its components parts, and those parts can be tested successfully. The components are the skills of listening, speaking, reading, writing, and various unit of language of phonology, morphology, lexicon, and syntax. Discrete point tests aim to achieve a high reliability factor by testing a large number of discrete items, but each question tests only one linguistic point.

2. Integrative Testing Approach

This approach involves the testing of language in context and is thus concerned primarily with meaning and the total communicative effect of discourse. This approach stated that communicative competence is so global that it requires the integration of all linguistic abilities. According to Oller (1983), if discrete items take language skill apart, integrative tests put it back together; whereas discrete items attempt to test knowledge of language a bit at a time, integrative tests attempt to assess a learner’s capacity to use many bits all at the same time. The fact that discrete point and integrative testing only provided a measure of the candidate’s competence rather than measuring the candidate’s performance brought about the need for communicative language testing (Weir 1990). By the mid-1980s, the language testing field had abandoned arguments about the unitary competence and had begun to focus on designing communicative language testing (Brown, 2004)

3. Communicative Testing Approach

Communicative testing approach lays more emphasis on the notion and function, like agreeing, persuading, or inviting, that language means in communication. Communicative language testing approach is used to measure language learners’ ability to use the target language in authentic situations. The approach beliefs that someone/  a student is considered successful in learning the target language if she/he can communicate or use knowledge and skills by way of authentic listening, speaking , reading and writing . Communicative language tests have to be as accurate a reflection of that situation as possible. The example of communicative language test is role play. The teacher asks students to do a role play such as pretending that the students come to the doctor, pretending that the students are in the market.

The principles of testing in the communicative language testing can be describe as the following (Anon,1990) : Tasks in the test should resemble as far as possible to the ones as would be found in real life in terms of communicative use of language

There is a call for test items contextualization. There is a need to make test items that adress a definite audience for a purposeful communicative intent (goal) to be envisioned (might happen). Test instructions and scoring plans should touch on effective, communication of meaning rather than on grammatical accuracy

4. Performance testing approach

Any assesment can be considered a type of performance when a student is placed in some context and asked to show what they know or can do in that context. Performance-based assessment believes that the students will learn best when they are given a chance to perform and show what they know according to their own plan, collect data, infer pattern, draw conclution, take a stand or diliver presentation. According to Brown(2004), In developing performance-based assessment, we as teacher should consider the following principle:

State the overall goal of the performance

Specify the objectives (criteria) of the performance in details

Prepare students for performance in stepwise progressions

Use a reliable evaluation form, checklist or rating sheet

Treat performances as opportunities for giving feedback and provide that feedback systematically

If possible, utilize self- and peer-assessments judiciously (wisely/carefully)

Strengths and Weaknesses of Language Testing Approach

1. Discrete-point Testing Approach

Strength

The test of this approach can cover a wide range of scope of materials to be put in the tests.

The test allows quantification on the students’ responses.

In the term of scoring, the test is also reliable because of its objectivity; the scoring is efficient, even it can be perform by machine

Weaknesses

Constructing discrete point test items is potentially energy and time consuming. The test do not include social context where verbal communication normally take place. Success in doing the test is not readily inferable to the ability of the test taker to communicate in real life circumstances.

2. Integrative Testing Approach

Strength

The approach to meaning and the total communicative effect of discourse will be very useful for pupils in testing .This approach can view pupils’ proficiency with a global view. The strength of the test such as dictation, writing, and cloze test is that relatively cheap and easy to make

Weaknesses

Even if measuring integrated skills are better but sometimes teacher should consider the importance of measuring skills based on particular need, such as writing only, speaking only. The scoring is not efficient and not reliable

3. Communicative Testing Approach

Strength

The tests are more realistic to evaluate the students’ language use, as the students in a role as though they were to communicate in the real world / daily lives.

It increases students’ motivation since they can see the use of language they learnt in class in the real world.

Weaknesses

Not efficient (time and energy consuming)

Problem of extrapolation (Weir, 1990) (we cannot guarantee that the students who successfully accomplish the task in class will also be successfull in the communication in real life)

4. Performance Testing Approach

Strengths

Increasing learning motivation (The students tend to be more motivated and involved when they are allowed to perform according to their own plan, collect data, infer a pattern, draw conclutions, take stand, or deliver a presentation.) Meaningful (it is meaningful assessment since we require students to show what they can do through project, performance, or observation. It will give them learning experience more than just paper and pencil test) Authentic (since the materials and topics we use in class is authentic, the students can see the relation of what they learn with the reality in their daily lives) Challange high order thinking of students (In order to prepare for the best performance, the students will try their best to analyze the problem deeper and find many learning sources by themselves)

Weaknesses

Time consuming (for students: they need to prepare the performance e.g. Download information for the Internet or preparing the costume and property for role play, for teacher: Teachers need to provide guidance in every stage they are going to be through. For example, in assessing the students to make portfolio of essay, we need to check every single paper of the students one by one every week, and when it has been revised, we have to check it again. Expensive (Students: the students should provide extra money to prepare the performance such as costumes for role play) .Challenge the teacher to match performance assessment to classroom goals and learning objectives.

Meaning and Concept of Language Testing

Conclusion

Tests have become a way of life in the educational world and tests are often used for pedagogical purposes, either as a means of motivating students to study, or as a means of reviewing material taught (Bachman, 1990). In every learning experience there comes a time to pause and take stock, to put our focal processes to their best use, and to demonstrate accumulated skills or knowledge. For optimal learning to take place, a good teacher never ceases to assess students, whether those assessments are incidental or intended. Thus language tests can be valuable sources of information the effectiveness of learning and teaching. Language teachers regularly use tests to help diagnose students’ strengths and weaknesses, to assess student progress, and to assist in evaluating student achievement. As sources of feedback on learning and teaching, language tests can thus provide useful input into the process of language teaching (Bachman, 1990).

References

Ratna Komala Dewi, Nuke Sari Natiti (Language Learning Assessment Course English Department of the State University of Malang) University of Washington, Center for Teaching and Learning

Meaning and Concept of Language Testing

Meaning and Concept of Language Testing

Meaning and Concept of Language Testing