LANGUAGE PROFICIENCY TESTING

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 thebest 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 takers 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 reliabilityvalidity impact
  authenticityinteractivenesspracticality
• (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
• PP 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 thebest test to use?
• What relevant information does the test provide?
• How is testing affecting teaching and learning
  behaviour?
• Is language testing fair?