A Summary on Test Forms Based on the Approaches and their Applications in Standardized Tests (By Agus Eko Cahyono and Jumariati)

A Summary on Test Forms Based on the Approaches and their Applications in Standardized Tests

(By Agus Eko Cahyono and Jumariati)

Tests are developed under certain approaches considering the purpose and the test-takers’ needs. Once the test purpose is clearly defined, the next type to do by teachers and test-designers is to decide on the most appropriate test type or form. Heaton (1990), Hughes (2003) and Brown and Abeywickrama (2010) mention several forms of tests and describe each features together with the implementation. First, proficiency test which is based on the integrative approach, aimed to measure a test-taker’s language ability apart from any course or training of that language he has taken. Therefore, the test content is about the specification of language ability constructs and the language proficiency that the test-taker should perform. This means that in a proficiency test, a test taker should perform sufficient command of the language for general or academic and vocational purposes. The examples of proficiency test are IELTS, TOEFL, TOEIC, BULATS, and TOEP.

Second, achievement (attainment) test which is aimed to measure how successful students accomplish the test objectives after certain period of a course in forms of final achievement test and progress achievement test. The primary role of this test is to measure whether a particular course objective has been met and whether certain knowledge and language ability are acquired by the students. There are two forms of this test type: final achievement test and progress test (Hughes, 2003). The first is conducted at the end while the latter is during the course/program. For final achievement test, if the approach is syllabus-content, there is a drawback that the test might lead to a misleading result because of a not well-developed syllabus or inappropriate materials/textbooks used during the course. Therefore, a course objective approach is a better alternative to a final achievement test as it measures what students have learned and taught. Meanwhile, progress test which is aimed to measure students’ progress during the learning, should be a course objective based, that is short-term objectives. Therefore, the development that the students are making can be measured within the short term objectives and short period.   

The third form is diagnostic test with the main role is to identify the students’ strengths and weaknesses in certain command of language. It elicits information on what areas students need to improve. This is to say that the students’ weaknesses can serve as the pinpoint that schools and teachers need to pay special attention. Next, the placement test which is intended to provide information on students’ language ability as the basis to place the student at a level or stage of language program appropriate with his ability. One of the examples is the ESLPT consisting of three parts: read a short article and write a summary essay, write a composition in response to the article, and a multiple choice part to identify grammatical errors. These three parts are believed by the teachers and administrators of ESLPT able to discriminate each test-taker into each stage. Heaton (1990) and Brown and Abeywickrama (2010) add another type that is language aptitude test which measures one’s probable ability in learning a foreign language prior to the exposure to the language. The test contains several language tasks which predict one’s potential in foreign language learning by measuring his performance in artificial language. However, this test is rarely used due to the lack of evidence showing that it can clearly predict the communicative success.        

            To sum up, there are several types of test with specific features, purposes, and functions that each teacher or test-maker needs to be familiar with in order to come to a right decision in developing tests. Choosing the appropriate test type can help constructing a good test to gain information on the test-takers language ability.   

References:

Brown, H.D. & Abeywickrama, P. 2010. Language Assessment: Principles and Classroom

Practices. Second Edition. White Plains: Pearson Education, Inc.

Heaton, J.B. 1988. Writing English Language Tests. New York: Longman Inc.

Hughes, A. 2003. Testing for Language Teachers. Cambridge: Cambridge University Press.