approaches to language testing

Mohammed PazhouheshKhayyam University of Mashhad

M. Pazhouhesh Khayyam University 1

Teaching-testing Relationship

2M. Pazhouhesh Khayyam University



Grammar Translatio

n

Approaches to Language Testing

• Background– Close relations between– linguistic views & Teaching methods –Psychological views & Teaching methods –Teaching Approaches & Testing Approaches

• Historical Trends in Language Testing Intuitive/ pre-scientific / Traditional / Essay-

Translation EraPsychometric / Structuralist / Scientific /

Discrete-point EraPsycholinguistic / Pragmatic / Integrative EraSociolinguistic / Functional / Communicative Era


I. ESSAY-TRANSLATION APPROACH

M. PAZHOUHESH KHAYYAM UNIVERSITY 10

A. Background1. It is also called pre-scientific / intuitive stage

No requirement for testing skills was requiredTests relied on subjective/ intuitive judgment of teacherTeachers were untrained in testing

B. Characteristics of intuitive Tests1. Tests were mainly subjective which required

Labeling parts of a sentenceMemorizing lists of language patterns

2. Tests demanded abundant writing 3. Tests relied on knowledge of grammar and analysis

I. ESSAY-TRANSLATION APPROACH


1. Tests were heavily loaded with literary content

2. The test structure were mostly open-ended items of • Reading comprehension

• Essay writing

• Dictation

• Precise

• Translation

II. STRUCTURALIST APPROACH


A. Background It is also called discrete-point stage

Application of psychometric principles is dominant

Teachers are required to be trained in linguistics & measurement principles

Development of objective items is advocated

The approach is rooted in structuralism & behaviorism

II. SRTUCTURALIST APPROACH


B. Characteristics of DP Tests Language abilities are tested through subtests

Language skills are cut up into discrete points for testingEach item is to measure one language point each timeLanguage is divided into (sub)skills & components

DP Tests should be highly reliable & objective

DP tests are mostly decontextualized in multiple-choice format appropriate for diagnostic purposes quantifiable in terms of results

Language Skills and ComponentsLanguage Skills and Components

componentcomponentss

Language skillsLanguage skillsListeninListenin

ggSpeakinSpeakin

ggReadinReadin

ggWritinWritin

g g Phonology, Phonology, orthographorthograph

y y

Vocabulary Vocabulary

Structure Structure


III. INTEGRATIVE APPROACH


A. Background John W. Oller is the originator It integrates linguistic & extra-linguistic aspects It is rooted in cognitivism & generativism It regards language ability indivisible It tends to test language skills integratively

B. Characteristics of IN Tests Integrative tests

assess language in meaningful , contextualized contexts provide real-life situations in tests

III. INTEGRATIVE APPROACH


tend to integrate linguistic & extra-linguistic aspects Adopts a holistic / global view of language t and testing Measure several levels & components simultaneouslyAre concerned for communicative effect of discourse Assess the ability to use 1 or 2 skills simultaneouslyAre in the forms of

Cloze passagesdictationOral interviewTranslationEssay writing

III. Pragmatic Approach

Background PR tests are

rooted in Pragmatics & Psycholinguistics

adopt a holistic pragmatic approach

are concerned with pragmatic mapping o Emphasize correspondence between linguistic & extra-linguistic

aspects of language


o Characteristics of PR TestsoPR tests tend tooTest language in meaningful , natural contexto meet naturalness criteria by requiring learners• To utilize normal contextual clues in the language• To comprehend linguistic & extra-linguistic contexts• To map pragmatically linguistic features with extra-

linguistic aspectsoHave learners employ their pragmatic expectancy

grammar


IV. Communicative Approach Background o Communicative tests

are rooted in Social constructivism & Functional view of language

Focus on social interaction & transactionEmerged after functional-notional approach to TEFLTend to assess communicative competence• Grammatical Competence( linguistic aspects)• Textual Competence( cohesion & coherence)• Illocutionary Competence( functional use of language)• Sociolinguistic Competence ( extra-linguistic aspects)


Characteristics of Communicative TestsoCommunicative tests tend to

Measure language ability in meaningful, communicative context Are concerned with real life ,communicative use of language Focus on tapping language use rather than language usage

oAdopt the Divisibility Hypothesis by • obtaining Learner’s language proficiency profiles • Matching and tailoring instruction with the learner’s needs

o be culturally loaded o use authentic language in testso Show a Preference for qualitative (rather than quantitative)

modes of assessmentoTo be in the forms of :

• Oral interview• Essay writing• Comprehension questions on an authentic passage• Reading an article and reacting to it• Listening to a lecture & reacting to it


Characteristics of a communicative test It should be interactive. It should be direct in nature with tasks reflecting

realistic discourse processing activities. Texts and tasks should be relevant to the

intended situation. Ability should be sampled within meaningful

and developing contexts. The test should be based on an a priori

specification, so what is to be tested and how it is to be tested should be laid down at the test design stage. [Adapted from Weir, 1993]


approaches to language testing

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