1. Winda 69100070

2. Needs analysis Goals and objectives Testing Curriculum design

3. Four fundamental decisions in making tests : 1.Proficiency 2.Placement 3.Achievement 4.Diagnostic

4. - To measure general knowldege, overall language ability - can be used to compare regional branches of a particular language program - are not designed to measure specific types of language teaching and learning - Is necessary to determine exit and entrance standards for a curriculum Example : TOEFL test, TOEIC test, IELTS test

5.  Are designed to group students of similar ability levels in the same class  Example : placement test Achievement Achievement Are designed to directly linked to the program goals and objectives - the information gained can be used in reexamining the needs analysis, in selecting materials, teaching strategies and in evaluating program effectiveness -Example : monthly test

6.  To obtain detailed information about students’ strength and weakness.  Are administered at the beginning or in the middle of course  Example : Arithmetic test about addition and subtraction

7. Norm-Referenced  measure general language abilities or proficiencies  Spread students out along proficiencies  Normal distribution  A few long subtests  Students have no idea what types of questions to expect Criterion-Referenced  Measure specific points based on course objectives  Asses material known by student  Students can all score 100 if they know the material  Short, each testing one objective  Students know exactly what to expect on test

8. Adopt, develop, or adapt ? Table 4.2 Matching tests to decision purposes (page 118) Adopt : tests are adopted from other language programs or taken straight from the current textbook Develop : develop test that suits with the program Adapt : if preexisting test that works fairly well, but not perfectly can be adapted to the specific testing needs of a particular program.

9. Table 4.3 Test Evaluation Checklist Table 4.4 A Checklist for successful Testing

10. Testing in English Language Institute Procedures to ensure that students are working at the level that most benefit all parties concerned : 1. Initial screening procedure s (TOEFL 500-599) 2. Placement procedures - discrete-point (it tests the discrete bits and pieces of language) - integrative (integrate and use variety of different language skills) 3. First-week assessment procedures 4. Criterion-referenced diagnostic and Achievement Procedures

11. Incorrect decisions can cost a student a great deal in the form of extra tuition paid or unnecessary time spent. Why do we need to make the correct test?