Language proficiency testing
Download
1 / 21

language proficiency testing - PowerPoint PPT Presentation


  • 589 Views
  • Updated On :

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' language proficiency testing' - Sophia


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Language proficiency testing l.jpg

LANGUAGE PROFICIENCYTESTING

A Critical Survey

Presented by Ruth Hungerland,

Memorial University of Newfoundland,

TESL Newfoundland and Labrador


Slide2 l.jpg

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 l.jpg
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 l.jpg
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 l.jpg
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


Slide6 l.jpg

  • 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 l.jpg
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 l.jpg
Evaluating the usefulness of a language test

  • Usefulness= reliability+validity+ impact authenticity+interactiveness+practicality

    (Bachman and Palmer, 1996)

Impact

Authenticity

TEST

USEFULNESS

RELIABILITY

VALIDITY

Practicality

Interactiveness


Evaluating the usefulness of a language test9 l.jpg
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 l.jpg
Overview of common language proficiency tests

ETS, US

TOEFL

TOEIC

UK

IELTS

CAEL

CDN


T est of e nglish as a f oreign l anguage l.jpg
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


T est o f e nglish as a f oreign l anguage l.jpg
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 proficiency


T est o f e nglish for i nternational c ommunication l.jpg
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”


T est o f e nglish for i nternational c ommunication14 l.jpg
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


I nternational e nglish l anguage t esting s ystem l.jpg
International English Language Testing System

  • Academic/General

  • Results reported in band scores 1-9

Listening

G.Reading

A.Reading

G.Writing

A.Writing

Speaking


I nternational e nglish l anguage t esting s ystem16 l.jpg
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


C anadian a cademic e nglish l anguage assessment l.jpg
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


C anadian a cademic e nglish l anguage assessment18 l.jpg
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

  • studies on predicting academic success


Washback the impact of tests on teaching and learning l.jpg
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 l.jpg
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 questions21 l.jpg
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”?


ad