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| Types of tests used in English Language Teaching Bachelor Paperlearnt by tremendous efforts, but not elaboration of the exact actual knowledge of the student (that, unfortunately, does not exist at all). Moreover, there could be even more disastrous case when the student has cheated and used his/her neighbour’s work. Apart from the above-mentioned there could be other factors that could influence an inadequate completion of the test (sleepless night, various personal and health problems, etc.) However, very often the test itself can provoke the failure of the students to complete it. With the respect to the linguists, such as Hughes (1989) and Alderson (1996), we are able to state that there are two main causes of the test being inaccurate: . Test content and techniques; . Lack of reliability. The first one means that the test’s design should response to what is being tested. First, the test must content the exact material that is to be tested. Second, the activities, or techniques, used in the test should be adequate and relevant to what is being tested. This denotes they should not frustrate the learners, but, on the contrary, facilitate and help the students write the test successfully. The next one denotes that one and the same test given at a different time must score the same points. The results should not be different because of the shift in time. For example, the test cannot be called reliable if the score gathered during the first time the test was completed by the students differs from that administered for the second time, though knowledge of the learners has not changed at all. Furthermore, reliability can fail due to the improper design of a test (unclear instructions and questions, etc.) and due to the ways it is scored. The teacher may evaluate various students differently taking different aspects into consideration (level of the students, participation, effort, and even personal preferences.) If there are two markers, then definitely there will be two different evaluations, for each marker will possess his/her own criteria of marking and evaluating one and the same work. For example, let us mention testing speaking skills. Here one of the makers will probably treat grammar as the most significant point to be evaluated, whereas the other will emphasise the fluency more. Sometimes this could lead to the arguments between the makers; nevertheless, we should never forget that still the main figure we have to deal with is the student. 2.2. Validity Now we can come to one of the important aspects of testing – validity. Concerning Hughes, every test should be reliable as well as valid. Both notions are very crucial elements of testing. However, according to Moss (1994) there can be validity without reliability, or sometimes the border between these two notions can just blur. Although, apart from those elements, a good test should be efficient as well. According to Bynom (Forum, 2001), validity deals with what is tested and degree to which a test measures what is supposed to measure (Longman Dictionary, LTAL). For example, if we test the students writing skills giving them a composition test on Ways of Cooking, we cannot denote such test as valid, for it can be argued that it tests not our abilities to write, but the knowledge of cooking as a skill. Definitely, it is very difficult to design a proper test with a good validity, therefore, the author of the paper believes that it is very essential for the teacher to know and understand what validity really is. Regarding Weir (1990:22), there are five types of validity: . Construct validity; . Content validity . Face validity . Wash back validity; . Criterion-related validity. Weir (ibid.) states that construct validity is a theoretical concept that involves other types of validity. Further, quoting Cronbach (1971), Weird writes that to construct or plan a test you should research into testee’s behaviour and mental organisation. It is the ground on which the test is based; it is the starting point for a constructing of test tasks. In addition, Weird displays the Kelly’s idea (1978) that test design requires some theory, even if it is indirect exposure to it. Moreover, being able to define the theoretical construct at the beginning of the test design, we will be able to use it when dealing with the results of the test. The author of the paper assumes that appropriately constructed at the beginning, the test will not provoke any difficulties in its administration and scoring later. Another type of validity is content validity. Weir (ibid.) implies the idea that content validity and construct one are closely bound and sometimes even overlap with each other. Speaking about content validity, we should emphasise that it is inevitable element of a good test. What is meant is that usually duration of the classes or test time is rather limited, and if we teach a rather broad topic such as “computers”, we cannot design a test that would cover all the aspects of the following topic. Therefore, to check the students’ knowledge we have to choose what was taught: whether it was a specific vocabulary or various texts connected with the topic, for it is impossible to test the whole material. The teacher should not pick up tricky pieces that either were only mentioned once or were not discussed in the classroom at all, though belonging to the topic. S/he should not forget that the test is not a punishment or an opportunity for the teacher to show the students that they are less clever. Hence, we can state that content validity is closely connected with a definite item that was taught and is supposed to be tested. Face validity, according to Weir (ibid.), is not theory or samples design. It is how the examinees and administration staff see the test: whether it is construct and content valid or not. This will definitely include debates and discussions about a test; it will involve the teachers’ cooperation and exchange of their ideas and experience. Another type of validity to be discussed is wash back validity or backwash. According to Hughes (1989:1) backwash is the effect of testing on teaching and learning process. It could be both negative and positive. Hughes believes that if the test is considered to be a significant element, then preparation to it will occupy the most of the time and other teaching and learning activities will be ignored. As the author of the paper is concerned this is already a habitual situation in the schools of our country, for our teachers are faced with the centralised exams and everything they have to do is to prepare their students to them. Thus, the teacher starts concentrating purely on the material that could be encountered in the exam papers alluding to the examples taken from the past exams. Therefore, numerous interesting activities are left behind; the teachers are concerned just with the result and forget about different techniques that could be introduced and later used by their students to make the process of dealing with the exam tasks easier, such as guessing form the context, applying schemata, etc. The problem arises here when the objectives of the course done during the study year differ from the objectives of the test. As a result we will have a negative backwash, e.g. the students were taught to write a review of a film, but during the test they are asked to write a letter of complaint. However, unfortunately, the teacher has not planned and taught that. Often a negative backwash may be caused by inappropriate test design. Hughes further in his book speaks about multiple-choice activities that are designed to check writing skills of the students. The author of the paper is very confused by that, for it is unimaginable how writing an essay could be tested with the help of multiple choices. Testing essay the teacher first of all is interested in the students’ ability to apply their ideas in writing, how it has been done, what language has been used, whether the ideas are supported and discussed, etc. At this point multiple-choice technique is highly inappropriate. Notwithstanding, according to Hughes apart form negative side of the backwash there is the positive backwash as well. It could be the creation of an entirely new course designed especially for the students to make them pass their final exams. The test given in a form of final exams imposes the teacher to re-organise the course, choose appropriate books and activities to achieve the set goal: pass the exam. Further, he emphasises the importance of partnership between teaching and testing. Teaching should meet the needs of testing. It could be understand in the following way that teaching should correspond the demands of the test. However, it is a rather complicated work, for according to the knowledge of the author of the paper the teachers in our schools are not supplied with specially designed materials that could assist them in their preparation the students to the exams. The teachers are just given vague instructions and are free to act on their own. The last type that could be discussed is criterion-related validity. Weir (1990:22.) assumes that it is connected with test scores link between two different performances of the same test: either older established test or future criterion performance. The author of the paper considers that this type of validity is closely connected with criterion and evaluation the teacher uses to assess the test. It could mean that the teacher has to work out definite evaluation system and, moreover, should explain what she finds important and worth evaluating and why. Usually the teachers design their own system; often these are points that the students can obtain fulfilling a certain task. Later the points are gathered and counted for the mark to be put. Furthermore, the teacher can have a special table with points and relevant marks. According to our knowledge, the language teachers decide on the criteria together during a special meeting devoted to that topic, and later they keep to it for the whole study year. Moreover, the teachers are supposed to make his/her students acquainted with their evaluation system for the students to be aware what they are expected to do. 3. Reliability According to Bynom (Forum, 2001) reliability shows that the test’s results will be similar and will not change if one and the same test will be given on various days. The author of the paper is of the same mind with Bynom and presumes the reliability to be the one of the key elements of a good test in general. For, as it has been already discussed before, the essence of reliability is that when the students’ scores for one and the same test, though given at different periods of time and with a rather extended interval, will be approximately the same. It will not only display the idea that the test is well organized, but will denote that the students have acquired the new material well. A reliable test, according to Bynom, will contain well-formulated tasks and not indefinite questions; the student will know what exactly should be done. The test will always present ready examples at the beginning of each task to clarify what should be done. The students will not be frustrated and will know exactly what they are asked to perform. However, judging form the personal experience, the author of the paper has to admit, that even such hints may confuse the students; they may fail to understand the requirements and, consequently, fail to complete the task correctly. This could be explained by the fact that the students are very often inattentive, lack patience and try to accomplish the test quickly without bothering to double check it. Further, regarding to Heaton (1990:13), who states that the test could be unreliable if the two different markers mark it, we can add that this factor should be accepted, as well. For example, one representative of marking team could be rather lenient and have different demands and requirements, but the other one could appear to be too strict and would pay attention to any detail. Thus, we can come to another important factor influencing the reliability that is marker’s comparison of examinees’ answers. Moreover, we have to admit a rather sad fact but not the exceptional one that the maker’s personal attitude towards the testee could impact his/her evaluation. No one has to exclude various home or health problems the marker can encounter at that moment, as well. To summarize, we can say that for a good test possessing validity and reliability is not enough. The test should be practical, or in other words, efficient. It should be easily understood by the examinee, ease scored and administered, and, certainly, rather cheap. It should not last for eternity, for both examiner and examinee could become tired during five hours non-stop testing process. Moreover, testing the students the teachers should be aware of the fact that together with checking their knowledge the test can influence the students negatively. Therefore, the teachers ought to design such a test that it could encourage the students, but not to make them reassure in their own abilities. The test should be a friend, not an enemy. Thus, the issue of validity and reliability is very essential in creating a good test. The test should measure what it is supposed to measure, but not the knowledge beyond the students’ abilities. Moreover, the test will be a true indicator whether the learning process and the teacher’s work is effective. Chapter 3 Types of tests Different scholars (Alderson, 1996; Heaton, 1990; Underhill, 1991) in their researches ask the similar question – why test, do the teachers really need them and for what purpose. Further, they all agree that test is not the teacher’s desire to catch the students unprepared with what they are not acquainted; it is also not the motivating factor for the students to study. In fact, the test is a request for information and possibility to learn what the teachers did not know about their students before. We can add here that the test is important for the students, too, though they are unaware of that. The test is supposed to display not only the students’ weak points, but also their strong sides. It could act as an indicator of progress the student is gradually making learning the language. Moreover, we can cite the idea of Hughes (1989:5) who emphasises that we can check the progress, general or specific knowledge of the students, etc. This claim will directly lead us to the statement that for each of these purposes there is a special type of testing. According to some scholars (Thompson, 2001; Hughes, 1989; Alderson, 1996; Heaton, 1990; Underhill, 1991), there are four traditional categories or types of tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. The author of the paper, once being a teacher, can claim that she is acquainted with three of them and has frequently used them in her teaching practice. In the following sub-chapters we are determined to discuss different types of tests and if possible to apply our own experience in using them. 3.1. Diagnostic tests It is wise to start our discussion with that type of testing, for it is typically the first step each teacher, even non-language teacher, takes at the beginning of a new school year. In the establishment the author of the paper was working it was one of the main rules to start a new study year giving the students a diagnostic test. Every year the administration of the school had stemmed a special plan where every teacher was supposed to write when and how they were going to test their students. Moreover, the teachers were supposed to analyse the diagnostic tests, complete special documents and provide diagrams with the results of each class or group if a class was divided. Then, at the end of the study year the teachers were demanded to compare the results of them with the final, achievement test (see in Appendix 1). The author of the paper has used this type of test for several times, but had never gone deep into details how it is constructed, why and what for. Therefore, the facts listed below were of great value for her. Referring to Longman Dictionary of LTAL (106) diagnostic tests is a test that is meant to display what the student knows and what s/he does not know. The dictionary gives an example of testing the learners’ pronunciation of English sounds. Moreover, the test can check the students’ knowledge before starting a particular course. Hughes (1989:6) adds that diagnostic tests are supposed to spot the students’ weak and strong points. Heaton (1990:13) compares such type of test with a diagnosis of a patient, and the teacher with a doctor who states the diagnosis. Underhill (1991:14.) adds that a diagnostic test provides the student with a variety of language elements, which will help the teacher to determine what the student knows or does not know. We believe that the teacher will intentionally include the material that either is presumed to be taught by a syllabus or could be a starting point for a course without the knowledge of which the further work is not possible. Thus, we fully agree with the Heaton’s comparison where he contrasts the test with a patient’s diagnosis. The diagnostic test displays the teacher a situation of the students’ current knowledge. This is very essential especially when the students return from their summer holidays (that produces a rather substantial gap in their knowledge) or if the students start a new course and the teacher is completely unfamiliar with the level of the group. Hence, the teacher has to consider carefully about the items s/he is interested in to teach. This consideration reflects Heaton’s proposal (ibid.), which stipulates that the teachers should be systematic to design the tasks that are supposed to illustrate the students’ abilities, and they should know what exactly they are testing. Moreover, Underhill (ibid.) points out that apart from the above-mentioned the most essential element of the diagnostic test is that the students should not feel depressed when the test is completed. Therefore, very often the teachers do not put any marks for the diagnostic test and sometimes even do not show the test to the learners if the students do not ask the teacher to return it. Nevertheless, regarding our own experience, the learners, especially the young ones, are eager to know their results and even demand marks for their work. Notwithstanding, it is up to the teacher whether to inform his/her students with the results or not; however, the test represents a valuable information mostly for the teacher and his/her plans for designing a syllabus. Returning to Hughes (ibid.) we can emphasise his belief that this type of test is very useful for individual check. It means that this test |
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