1 KINDS of TESTS Pertemuan 14 Matakuliah: >/ > Tahun: >

2 Kinds of Tests I.Test Constructions : a.Achievement b.Proficiency c.Diagnostic d.Placement II.Types of Tests : a.To test language b.To test skills

3 ACHIVEMENT TESTS :  Test which are directly related to language courses, their purpose being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives.  They are of two kinds : final achievement tests and progress achievement tests.  Final achievement Tests: are those administered at the end of a course of study.  Progress achievement Tests: are intended to measure the progress that students are making.

4 Formal tests : are usually done at the end of a year or before starting a new course, etc. Informal tests: such as progress test.

5 Why is it important to give regular tests to the class : 1. They tell TEACHER: - what the students can & cannot do - how successful the teaching has been - what areas need to be taught in the future 2. They tell STUDENTS: - how well they are progressing - where they need to focus their attention as learners Regular tests also encourage students to take their learning seriously, and give them a series of definite goals to aim towards.

6 PROFICIENCY TESTS  Tests which are designed to measure people’s ability in a language regardless of any training they may have had in that language.  The content of a proficiency test, therefore, is not based on the content or objectives of language courses which people may have followed. Rather, it is based on a specification of what candidates have to be able to do in the language in order to be considered proficient.

7  In the case of some proficiency tests, “proficient” means having sufficient command of the language for a particular purpose.  For example a test used to determine whether a student’s English is good enough to follow a course of study at a British university.  There are other proficiency tests which do not have any course of study in mind. For them the concept of proficiency is more general, for example : the Cambridge Examinations (First Certificate Examination) and the Oxford EFL examinations.

8 DIAGNOSTIC TESTS They are used to identify students’ strengths and weaknesses. They are intended primarily to ascertain what further teaching is necessary. The lack of good diagnostic tests is unfortunate. They could be extremely useful for individualized instruction or self-instruction. Learners would be shown where gaps exist in their command of the language, and could be directed to sources of information, exemplification and practice.

9 PLACEMENT TESTS They are intended to provide information which will help to place students at the stage of the teaching program most appropriate to their abilities. Typically they are used to assign students to classes at different levels. The placement tests which are most successful are those constructed for particular situations. They depend on the identification of the key features at different levels of teaching in the institution. They are tailor made.

10 TYPES OF TESTS WHAT SHOULD WE TEST ?  Grade doesn’t really tell either the T or the Sts very much unless they know exactly what the grade is based on.  One St maybe very good at listening but bad at writing, another St may speak fluently but make many grammar mistakes, and so on.  So, in order to comment on a students’ progress, we need to test particular skills and abilities. To test language : To test skills : GrammarListening Vocabulary Reading SpellingSpeaking PronunciationWriting

11 Work Activity : Look at the 5 questions below and discuss with your friends Specific skills and abilities which you could test your students to find out: 1. Can they follow street directions ? 2. Can they form the past simple tense correctly ? 3. Can they write a few sentences about their family ? 4. Do they know common words for rooms and furniture ? 5. Can they understand a simple description of their town ?

12 Answers: 1. Listening (and Vocabulary ) 2. Grammar 3. Writing ( and Grammar, Vocabulary ) 4. Vocabulary 5. Reading or Listening ( and Vocabulary )