Language Testing English

LANGUAGE TESTING

1. TEST: THE PRESENTATION A STANDARD SET OF QUESTIONS TO BE ANSWERED.

2. MEASUREMENT: THE RESULT OF THE TEST/SCORE OBTAINED FROM A TEST TO HAVE INFORMATION TO ASSIST IN WISE DECISION MAKING.

3. EVALUATION: THE PROCESS OF DELINEATING, OBTAINING, AND PROVIDING USEFUL TO GIVE INFORMATION FOR ALTERNATIVE SOLUTION.

4. OBJECTIVES: THE KINDS OF MATERIAL TO STUDENTS COMPETENCE.

5. INSTRUCTION: THE WAY TO REALIZE THE OBJECTIVES.

6. EVALUATION:  MEANS TO KNOW INSTRUCTION EFFECTIVENESS.

7. RELATIONSHIP BETWEEN EVALUATION-OBJECTIVES AND INSTRUCTION: EVALUATION AND EDUCATIONAL EXPERIENCES HELP CLARIFY THE OBJECTIVES. AND LEARNING EXPERIENCES HELP DETERMINE TO EVALUATE PROCEDURE TO BE USED. THE RESULT OF EVALUATION GIVE FEEDBACK ON THE EFFECTIVENESS OF TEACHING.

8. EVALUATION AIDS: FOR TEACHER: HELPS TO KNOW STUDENTS’ ENTRY BEHAVIOR, HELPS IN SETTING, DEFINING, AND CLARIFYING REALISTIC GOALS FOR STUDENTS. HELPS TO EVALUATE THE DEGREE OF THE OBJECTIEVE ACHIEVED. HELP IN DETERMINING, EVALUATION, AND REFINING TEACHER’ INSTRUCTIONAL TECHNIQUES. FOR STUDENTS: COMMUNICATING THE TEACHER’S GOALS, INCREASING MOTIVATION, ENCOURAGING STUDY HABITS, PROVIDING FEEDBACK THE IDENTIFIES STRENGTHS AND WEAKNESS.  

9.  SOURCES OF ENTRY BEHAVIOUR DATA: APPTITUDE TEST:  THE TEST TO KNOW STUDENTS’ EASIES AND DIFFICULTIES IN LEARNING. ACHIEVEMENT TEST: THE TEST OF LESSON TO KNOW STUDENTS’ ACHIEVEMENT OF THE MATERIALS WHICH WAS TAUGHT TO STUDENTS. DIAGNOSTIC INSTRUMENT: TO KNOW TEACHER AND STUDENT WEAKNESS.

10. DISTINCTION OF TEST: TEACHER MADE TEST: PREPARED, ADMINISTRATED BY ONE TEACHER USING COMPOSITION AND SHORT ANSWER TECHNIQUE. STANDARDIZED TEST: ARE PREPARED, ADMINISTRATED BY A TEAM OF TESTING.

11. CATEGORIES OF TEST: 1. BASED ON PURPOSE/OBJECTIVES/USES OF TEST: GENERAL PROFICIENCY TEST: TO KNOW STUDENTS’ CAPABILITY: SCREENING/SELECTIVE TEST: IS USED TO EXAMINESS: THE STUDENTS’ PASS OR FAIL.  PLACEMENT TEST: TO CLASSIFY APPROPIATE TEST. ACHIEVEMENT TEST: IS USED TO PROGRESS TEST AND FINAL EXAMINATION IN A COURSE STUDY. BASED ON THE CONTENT. BASED ON THE WAY TO INTERPRET THE TEST: NRM/NORM REFERENCE MEASUREMENT: COMPARING THE SCORES WITH OTHER INDIVIDUALS. CRM/CRITERION REFERENCE MEASUREMENT: COMPARING SCORE WITH SOME SPECIFIC BEHAVIORAL CRITERION OF PROFICIENCY. BASED ON THE WAY TO SCORE THE TEST. OBJECTIVE TEST:  THE RESULT WILL BE THE SAME EVEN IT IS DONE BY DIFFERENT PEOPLE. EX: MULTIPLE CHOICE/TRUE OR FALSE. SUBJECTIVE TEST: THE RESULT WILL BE DIFFERENT EVEN IT IS DONE BY DIFFERENT PEOPLE: ESSAY/COMPOSITION TEST. BASED ON THE WAY TO PRESENT THE TEST. BASED ON THE APPROACH USED: DISCRETE POINT TEST: A TEST THAT ATTEMPTS TO FOCUS ATTENTION ON EASURING ONE OF THE LANGUAGE COMPONENT/ELEMENTS/SKILL EX: LISTENING COMPREHENSION TEST. INTEGRATIVE TEST: ATTEMPTS TO MEASURE NOT ONLY STUDENTS’ KNOWLEDGE OF ALL LANGUAGE COMPONENTS BUT ALSO IN ANY COMPONENTS, EX: DICTA. BECAUSE THE EXAMINERS ARE TESTED THEIR LISTENING COMPREHENSION, AND THEN THEY ARE TESTED TO WRITE IT, OR ANSWER DIRECTLY (SPOKEN). ETC.

12. MULTIPLE CHOICE PRINCIPLES: EACH ITEM ONLY HAVE ONE ANSWER, ONLY ONE FEATURE SHOULD BE TEST, EACH OPTION SHOULD BE GRAMATICALLY CORRECT. ALL ITEMS SHOULD BE APPROPIATE TO THE PROFICIENCY LEVEL OF THE TEST. ITEMS SHOULD BE BRIEF AS CLEAR AS POSSIBLE. ITEMS ARE ARRANGED TO INCREASING DIFFICULTY. ITEMS GIVE PROBLEM CLEARLY AND CONCISELY. THE FORMS OF STEM. THE STEAM SHOULD USUALLY CONTAIN WORD/PHRASES. THE STEM SHOULD ALLOW THE NUMBER OF CHOICE WHICH HAVE BEEN DECIDED UPON. THE CORRECT OPTION SHOULD BE APPROXIMATELY THE SAME LENGTH AS THE DISTRACTERS(PENGECOH). THE DISTRACTERS SHOULD BE ATTRACTIVE AND PLAUSIBLE. PLAUSIBLE DISTRACTERS ARE BASED ON: MISTAKES IN THE STUDENTS’ OWN WRITTEN WORK, THEIR ANSWER IN PREVIOUS TEST, THE TEACHER EXPERIENCE, CONTRASTIVE ANALYSIS BETWEEN NATIVE AND TARGET LANGUAGE.

13. ADVANTAGES OF MULTIPLE CHOICE: THE EXAMINEE CAN’T EVADE DIFFICULT PROBLEMS. THE ITEMS GENERALLY CAN BE ANSWERED FAIRLY RAPIDLY. THE WRITER CAN INCLUDE A LARGE NUMBER OF DIFFERENT TASK. THE EXAMINEE RESPOND BY CHOOSING FROM SEVERAL POSSIBLE ANSWERS. CAN GET DIRECTLY AT MANY OF THE SPECIFIC STUDENTS’ SKILL IN LEARNING TO MEASURE. SO, MULTIPLE CHOICE TESTS TEND TO HAVE SUPERIOR RELIABILITY AND VALIDITY. 

14. DISADVANTAGES OF MULTIPLE CHOICE: STUDENTS WILL BE ABLE TO MAKE HIS CHOICE WITHOUT THINKING.

15. CHARACTERISTICS OF ESSAY: STUDENTS PERMITTED FREEDOM TO RESPONSE. THE ANSWER VARY IN TERMS/QUALITIES ANSWER.

16. FORMS OF ESSAY: EXTENDED REPONSE(FREE) RESTRICTED RESPONSE (LIMITED).

17. ADVANTAGES OF ESSAY: MORE EASY TO PREPARE THAN MULTIPLE CHOICE, ALLOWS STUDENTS’ ABILITY TO COMPOSE THE ANSWER. STUDENTS’ ABILITY TO SUPPLY THE ANSWER RATHER THAN SELECT THE CORRECT ANSWER. HELPS A GOOD EFFECT ON STUDENTS’ LEARNING.

18. METHODE OF SCORING ESSAY: ANALYTICAL METHOD: THE IDEAL ANSWER IS BROKEN INTO SPECIFIC POINT. THE SCORE IS BASED ON THE NUMBER OF POINT CONTAINED IN THE ANSWER. GLOBAL/HOLISTIC SCORING METHOD: THE SCORING BASED ON RAPID READING OF THE PAPERS. THE PAPERS BASED ON THE QUALITY.

19. CHARACTERISTICS OF A GOOD TEST: RELIABILITY: THE ESTABLISHING OF TEST SCORES. FACTORS IN RELIABILITY: THE ADEQUACY OF THE SAMPLING: (THE MORE SAMPLES OF STUDENTS THE HIGHER THE RELIABILITY). THE CONDITION OF ADMINISTRATION (THE MORE ORGANIZED THE ADMINISTRATION THE HIGHER THE ADMINISTRATION). POOR STUDENTS’ MOTIVATION: (THE HIGHER MOTIVATION, THE HIGHER THE RELIABLITY)THE EXAMINER’S CONTROL: ILLNES/PERSONAL PROBLEM. THE LONGER OF THE TEST, THE HIGHER THE RELIABILITY. THE STANDAR ERROR OF MEASUREMENT: IS THE STATISTICAL ESTIMATE IS LIKELY TO DIVERGE FROM HIS TRUE SCORE. VALIDITY: THE TEST IS VALID IF THERE IS SUFFICIENT EVIDENCE THAT SCORE CORRELATE FAIRLY WITH THE MATERIALS TEACHER. CONTENT OF VALIDITY: THE ANALYSIS ACCORDING WITH THE VIEWS OF RECOGNIZED IN THE SKILL AREA. EMPIRICAL VALIDITY, FACE VALIDITY: LOOK TO THE EXAMINEES, ADMINISTRATOR, EDUCATOR. ETC. PRACTICALLY: A TEST MAY BE RELIABLE AND VALID, BUT PRACTICALLY IS IMPORTANT TOO.

20. CENTRAL TENDENCY: TO KNOW STUDENTS’ SCORES IN THE DISTRIBUTION. MEAN: THE ARITHMETIC AVERAGE BY ADDING ALL SCORES AND DIVIDING BY THE NUMBER OF SCORES. MEDIAN: THE POINT WHICH FIFTY PERCENTS OF THE SCORES.  WE HAVE TO ORDER THE SCORES BASED ON THE NUMBER OF ROW THE HIGHEST TO LOWEST. WHEN THE NUMBER IS ODD, THE MEDIAN IS IN THE CENTRAL. WHEN THE NUMBER IS EVENT, THE MEDIAN IS BETWEEN THE TWO. MODE: THE MOST FREQUENCY OF OCCURING SCORES IN THE DISTRIBUTION. RANGE: THE DIFFERENT THE HIGHEST AND LOWEST SCORE. TO KNOW DISTRIBUTION OF SCORES. STUDENT DEVIATION: TO SHOWS THE DEVIATION OF STUDENTS’ SCORES WHICH THE MORE HIGHER THE DEVIATION RATE, THE MORE SPREAD OF THE STUDENTS’ SCORE.

21. THE QUALITY OF THE TEST ITEMS: DIFFICULTY INDEX, DISCRIMINATING POWER, EFFECTIVENESS ALTERNATIVE ANSWER.

22. STEPS IN CONDUCTING ITEM ANALYSIS: ARRANGE FROM THE HIGHEST SCORE TO THE LOWEST SCORE, MAKE TWO GROUPS: UPPER GROUP/LOWER GROUP, CHOOSE EACH ALTERNATIVE FOR EACH ITEM/GROUP. RECORD THE COUNT EACH ITEM, COMPUTE THE DIFFICULTY INDEX.

23. THE IDEAL DISCRIMINATION INDEX: THE HIGHER THE DISCRIMINATION INDEX IS THE BETTER.

24. THE IDEAL DIFICULTY TEST: IS DEPENDENT UPON THE PURPOSE OF THE TEST AND THE TYPE OF OBJECTIVE ITEM USED.

25. VALUES OF ITEM ANALYSIS: HELP US TO JUDGE THE QUALITY OF TEST, AID US IN SUBSEQUENT TEST REVISIONS, CAN BE USED TO BUILD A TEST FOR FUTURE TEST. LEAD TO INCREASE SKILL IN TEST CONSTRUCTION, PROVIDE DIAGNOSTIC VALUE AND HELP IN PLANNING FUTURE LEARNING ACTIVITIES, PROVIDE A BASIS FOR DISCUSSING TEST RESULT, CAN BE A LEARNING EXPERIENCE FOR STUDENTS, IF STUDENTS HELPS IN THE RESULT OF ITEM ANALYSIS.