Types of tests used in English Language Teaching Bachelor Paper

We will commence our discussion with direct testing that according to Hughes (1989:14) means the involvement of a skill that

Types of tests used in English Language Teaching Bachelor Paper

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of their applications and reasons for that. She had also presented several examples of tests types in the Appendix. The author of the paper had also discussed ways of testing, such as discrete point test and integrative test, objective and subjective tests, direct and indirect tests, etc. The attention was drawn to the significance of their usage and the purpose for it. Furthermore, the discussion had changed the focus on another important issue, such as tests formats and approaches for testing four language skills. Here the author had broadly and explicitly discussed and analysed the tests formats, such as MCQs, false/true items, cloze tests, gap-filling tests, etc. She had focused on their application and skills for which they are used. Moreover, she had displayed various examples to exemplify each test format, offering several of them in Appendix of the paper. Likewise, a table with the language skills and test formats applicable for them was attached to the work as well. Further, a practical part in the form of the tests analysis was presented.

The author of the paper had also dealt with the main issues that are very vital and essential in analysis of the tests. She had focused on the reliability and validity of the tests and tried to trace them in TOEFL and CFC tests. She had thoroughly discussed the tasks and activities composing the tests designed to test the students language skills. Moreover, she had attempted to compare the two tests and find out any similarities and differences between them. She had methodically studied each part of the tests, starting from reading skills finishing with speaking. She had presented a detailed investigation into the matter together with the examples that could be observed in Appendix, as well.

Eventually, she had gained her aim having checked the theory into practice and had proved that it really functioned in the real world. Moreover, she had revealed that though being sometimes different in their purpose, design and structure, the TOEFL test and CFC test are constructed according to the universally accepted pattern.

Thus, the hypothesis of the present research has been confirmed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Theses

 

  1. The role of tests is very useful and important, especially in language learning, for they indicates how much the learners have learnt during a course, as well as display the strength and weaknesses of the teaching process and help the teacher improve it.

 

  1. The tests can facilitate the students acquisition process and function as a tool to increase their motivation; however, too much of testing could be disastrous changing entirely the students attitude towards learning the language, especially if the results are usually dissatisfying.

 

  1. Assessment and evaluation are important aspects for the teacher and the students and should be correlated in order to make evaluation and assessment “go hand in hand”.

 

  1. The test should be valid and reliable. They should test what was taught, taking the learners individual pace into account. Moreover, the instructions of the test should be unambiguous.

 

  1. Validity deals with what is tested and degree to which a test measures what is supposed to measure.

 

  1. Reliability shows that the tests results will be similar and will not change if one and the same test will be given on various days.

 

  1. There are four traditional categories or types of tests: proficiency tests measuring how much of a language a person knows or has learnt; achievement tests measuring a language someone has learned during a specific course, study or program; diagnostic tests displaying the knowledge of the students or lack of it, and placement tests placing the students at an appropriate level in a programme or a course.

 

  1. There are two important aspect direct and indirect testing. Direct testing means the involvement of a skill that is supposed to be tested, whereas indirect testing tests the usage of the language in real-life situation and is assumed to be more effective.

 

  1. Discrete point test is a language test that is meant to test a particular language item, whereas the integrative test intends to check several language skills and language components together or simultaneously.

 

  1. There are various tests formats, such as multiple-choice tasks, gap-filling tests, cloze tests, true/false statements, etc. used to check four language skills.

 

  1. To enter any foreign university the students are supposed to take the TOEFL or CFC tests. Besides, they can be taken to reveal the students level of the English language.

 

  1. Serving for almost similar purpose, however being sometimes different in their design and structure, the TOEFL and CFC tests are usually constructed according to the accepted universal pattern.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Bibliography

 

  1. Bynom, A. 2001. Testing terms. English Teaching professional. Forum. July. Issue Twenty
  2. Gear, 1996. Cambridge Preparation for the TOEFL Test. Cambridge University Press.
  3. Grellet. 1981. Developing Reading skills. Cambridge University Press
  4. Heaton, J. 1990. Classroom Testing. Longman
  5. Hedge. T. 2000. Teaching and Learning in the Language Classroom. Oxford University Press
  6. Hughes, A. 1989. Testing for Language Teachers. Cambridge University Press
  7. Hicks, D. Littlejohn, A. 1998. Cambridge English for Schools (CES). Teachers Book. Level Two. Cambridge University Press.
  8. Hicks, D. Littlejohn, A. 1997. Cambridge English for Schools (CES). Students Book. Level Two. Cambridge University Press.
  9. Kruse, A. 1987. Vocabulary in Context in Vocabulary Learning in Long. M. (ed.), Methodology in TESOL. New York. Newbury House Publishers.
  10. Kramiņa, I. 2002. Lingua-Didactic Theories Underlying Multi-purpose Language Acquisition. LU
  11. Prodromou, L. 1998. First Certificate Star, McMillean
  12. Richards, J. 1992. Language Teaching and Applied Linguistics. Longman Dictionary. Longman
  13. Thompson, M. 2001. Putting students to the test. Issue Twenty. Forum. July
  14. Wallace, K. 1992. Reading. Oxford University Press
  15. Weir, C.1990. Communicative Language Testing. Prentice Hall
  16. Underhill, N. 1987. Testing Spoken Language. Cambridge University Press

17. Forum for Teachers

file://A:\Forum\Vol

  1. www.ets.org.
  2. www.ets.org./TOEFL/
  3. www.ielts.org.
  4. www.cambridge-efl.org.
  5. www.britishcouncil.org.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix

 

 

 

 

 

 

 

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