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LANGUAGE PROFICIENCY TESTING

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

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LANGUAGE PROFICIENCY TESTING

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  1. LANGUAGE PROFICIENCYTESTING A Critical Survey Presented by Ruth Hungerland, Memorial University of Newfoundland, TESL Newfoundland and Labrador

  2. 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

  3. 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

  4. 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”?

  5. 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

  6. 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

  7. Some ways of describing tests Objective Subjective Indirect Direct Discrete-point Integrative Aptitude / Achievement/ Proficiency Performance External Internal Norm-Referenced Criterion-Referenced

  8. 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

  9. 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

  10. Overview of common language proficiency tests ETS, US TOEFL TOEIC UK IELTS CAEL CDN

  11. 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

  12. 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

  13. 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”

  14. 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

  15. International English Language Testing System • Academic/General • Results reported in band scores 1-9 Listening G.Reading A.Reading G.Writing A.Writing Speaking

  16. 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

  17. 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

  18. 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

  19. 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)

  20. 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)

  21. 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”?

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