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Language Testing
Nr. | Sadaļas nosaukums | Lpp. |
Abstract | 1 | |
Introduction | 1 | |
1. | LANGUAGE TESTING | 2 |
1.1 | Test Types | 2 |
1.2 | Test Items | 3 |
1.3 | Test Specification | 3 |
1.4 | Validity and Reliability | 4 |
2. | TESTING ADVERTISING COLLOCATIONS | 5 |
2.1 | Test Specification | 5 |
2.1.1 | The Purpose of the Test | 5 |
2.1.2 | The Definition of the Construct to be Measured | 5 |
2.1.3 | The Characteristics of the Task Types and the Setting of the Test | 6 |
2.1.4 | Time Allotment | 7 |
2.1.5 | Instructions for Responding to the Tasks | 7 |
2.1.7 | Scoring Method | 7 |
2.2 | Sample of the Developed Test | 10 |
2.2.1 | Part I | 10 |
2.2.2 | Key to Part I | 11 |
2.2.3 | Part II | 12 |
2.3 | Content Analysis | 13 |
2.4 | ITEMAN Results | 13 |
2.4.1 | Analysis of the Part I | 18 |
2.5 | Results of the Writing Part | 19 |
2.5.1 | Analysis of the Part II | 20 |
Conclusions | 21 | |
References | 22 | |
Appendix 1 Test Results | 23 |
This chapter draws attention to various features of language testing. Firstly, test types are mentioned and described and then a categorisation of test items is given. Furthermore, a framework for a test specification is included and, finally, the concept of validity and reliability is explained.
Desmond Allison (1999:5) has said that “language testing involves the assessment of some or all aspects of the language ability of individuals in some context […] and for some set of purposes.” This point of view shows that there are many reasons why students are assessed and, because these reasons are usually very different, the way how students are tested should be also different and the necessary type of a test should be carefully selected.
1.1 Test Types
Although, Common European Framework of Reference for Languages (CEFR) has included a description of 26 test types (2001:183), according to Jeremy Harmer (2001:321) there are four main categories of tests:
1) Placement tests, which are used when placing new students in the right class. They are “usually based on syllabuses and materials the students will follow and use once their level has been decided on, these test grammar and vocabulary knowledge and assess students’ productive and receptive skills” (ibid.). …
This course report includes the theories on language testing by Harmer (2001) and by Bachman and Palmer (1996). The empirical research was carried out to pilot a test on advertising collocations that consisted of two parts and was created by the author of this paper. The results of the first part of the test showed that the average percentage gained by the test takers is 62%. The results of the second part showed that the average percentage is 81%.
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