Testing, Assessing, and Teaching

Hear the word “test”, our thoughts are not likely to be positive, pleasant, or affirming.

•      Can tests be positive experiences? YES!!
•      Can they build a person’s confidence and become learning experiences? YES!!
•      Can they bring out the best in students? YES!!

Before look at the tests and test design in language education, let’s see the three basic interrelated concepts: testing, assessment, and teaching.

What is a Test?

A test is a method measuring a person’s ability, knowledge, or performance in a given domain. A test is first a method. It is an instrument—a set of techniques, procedures, or items—that requires performance on the part of the test-takers.

A test must measure. Some tests measure general ability, while others focus on very specific competencies.

A test measures an individual’s ability, knowledge, or performance. Testers need to know who the test-takers are, including their previous experience and background.

A test measures performance. The results imply the test-taker’s ability. Most language tests measure one’s ability to perform language, that is, to speak, write, read, or listen to a subset of language.

A test measures a given domain. In proficiency test, even though the actual performance of the test involves only a sampling of skills, that domain is overall proficiency in a language. For example in a test of pronunciation, the test might be a test of only limited set of minimal pairs. In a vocabulary test, it may focus on only set of words covered in a particular lesson or unit.

A well constructed test is an instrument that provides an accurate measure of test-taker’s ability within a particular domain.

Source: Brown, H. Douglas. (2004). Language Assessment Principles and Classroom Practices. New York: Pearson Education Longman.