My Presentation for assessment course.

1. kinds of Tests and Testing
Supervised By: Dr.Hind alFadda
Presented By: Nada alQasim

2. kinds of Tests and Testing
Tests
Purpose comparison

3. kinds of Tests and Testing
What does test mean?
What do Language tests mean?

4. Section No.1
The purposes for which Proficiency
Tests
language testing is carried
out.
Placement Achievement
test Tests
Diagnostic
tests

5. Proficiency Tests
Proficiency tests are designed to measure peoples ability in
a language, regardless of any training they may have had
in that language.
The content
Examples

7. Section No.1
The purposes for which Proficiency
Tests
language testing is carried
out.
Placement Achievement
test Tests
Diagnostic
tests

8. Achievement Tests
Achievement tests are directly related to language courses
 Measure how successful students are in achieving
objectives of a lesson/course/curriculum
 Closely related to the content of a particular
lesson/course/ curriculum

10. Achievement Tests
There are two kinds of achievement tests.
• achievement tests are
Final those administered at
the end of a course of
study.
• achievement tests are
Progress intended to measure
the progress that
students are making.

11. Section No.1
The purposes for which Proficiency
Tests
language testing is carried
out.
Placement Achievement
test Tests
Diagnostic
tests

12. Diagnostic Tests
Diagnostic tests are used to identify students’
strengths and weaknesses.

14. Section No.1
The purposes for which Proficiency
Tests
language testing is carried
out.
Placement Achievement
test Tests
Diagnostic
tests

15. Placement Tests
Placement tests are intended to provide information
which will help to place students at the stage of the
teaching program most appropriate to their abilities.
Typically they are used to assign students to classes at
different levels.

17. Group Activity

18. Section No.2
Direct/indirect
Discrete/integrative
Computer
Norm/criterion Objective/subjective

19. Direct versus Indirect
Kinds of tests according to test construction
Testing is said to be direct when it requires the candidate to perform precisely
the skill which we wish to measure.
For example, speaking.
Indirect testing attempts to measure the abilities which underlie the
skills in which we are interested.
At first the old woman seemed unwilling to accept anything that was offered
her by my friend and I.

20. Discrete point versus integrative testing
Kinds of tests according to test format
Discrete point testing refers to the testing of one
element at a time, item by item.
Integrative testing requires the candidate to combine
many language elements in the completion of a task

21. Norm reference versus cretierion
reference
Kinds of tests according to Score interpretation
Norm-referenced test is a test which is designed to give
information about how the student performed on the test.
It relates one candidate’s performance to that of other
candidates.
Criterion-referenced test is a test which is designed to
provide information about what the candidate can
actually do in the language directly.

22. Common European Framework of
References for Languages
Basic User
A1
Can understand and use familiar everyday expressions and
very basic phrases aimed at the satisfaction of needs of a
concrete type. Can introduce him/herself and others and can
ask and answer questions about personal details such as
where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person
talks slowly and clearly and is prepared to help.

23. Common European Framework of
References for Languages
Proficient user
C2
Can understand with ease virtually everything heard or read.
Can summarise information from different spoken and
written sources, reconstructing arguments and accounts in a
coherent presentation. Can express him/herself
spontaneously, very fluently and precisely, differentiating
finer shades of meaning even in more complex situations.

24. Objective test versus Subjective test
Kinds of tests according to scoring procedure
In objective test tasks , raters do not have to make a judgment
because the scoring is unambiguous. For example: multiple
choice test.
In subjective test tasks, raters have to make a judgment when
assessing candidates' performance. For example:
marking of an essay

25. Computer adaptive testing
Saves time and effort
Start with average level of difficulty, lower/increase levels
of difficulty according to test taker’s performance
Needs a bank of items graded by difficulty

27. Group Activity