Chapter 10: Criteria and Test Types A. Criteria 1. Validity 2. Reliability 3. Discrimination 4. Administration 5. Test instructions to candidates 6. Backwash effects 1. Validity Validity  the extent to which it measures what it is supposed to measure & nothing else (content)  Face validity  Content validity  Construct validity  Empirical validity  Face validity  If a test item looks right to other testers, teachers, moderators & testees  described as having face validity  In the past, regarded by test writers simply as a public relations exercise  Now, designers of communicative tests: face validity- the most important of all types of validity  Content validity  Depending on a careful analysis of the language being tested & of the particular course objective  When constructing tests, writers should first draw up a table of test specifications (language skills, areas included…)  Construct validity  A test having construct validity is capable of measuring specific characteristics in accordance with a theory of language behavior and learning  For example, a test consisting of multiple choice items will lack construct validity if the communicative approach is adopted during the language course  Empirical /statistical validity This kind of validity obtained as a result of comparing the results of the test with the results of some criterion measure such as:  An existing test, known to be valid and given at the same time  The teacher’s ratings or any other such form of independent assessment given at the same time  Empirical /statistical validity  The subsequent (later) performance of the testees on a certain task measured by some valid test  The teacher’s ratings or any other such form of independent assessment given later Summary (Validity)  The test situation  The technique used  important factor in determining the overall validity of any test 2. Reliability (definitions)  A test administrated to the same candidates on different occasions produces the same results  reliable  Reliability denotes the extent to which the same marks /grades awarded if the same test papers marked by (i) 2 or more ≠ examiners (ii) the same examiner on ≠ occasions [...]... the influences of testing on teaching & learning Positive backwash effect (reading tests development of reading skills) Negative backwash effect (objective tests reducing learners’ motivation Implications: influences of tests on the compilation of syllabus & language teaching programmes B Types of tests 1 2 3 4 Achievement /attainment tests Proficiency tests Aptitude tests Diagnostic tests 1 Achievement... the test  Other factors: (1) test instructions (rubrics) (2) personal factors like motivation & illness (3) scoring of the test (the most important factorobjective tests overcome this problem of marker reliability)  2 Reliability (measuring methods) (1) (2) Re-administering the same test (the same group of candidates) after a lapse time Administering parallel forms of the test to the same group (tests... tests 1 Achievement /attainment tests  Class progress tests, the most widely used types of tests  Achievement tests, formal tests  Class progress tests Designed to measure the extent to which Ss have mastered the material taught in the classroom, allowing Ss to show what they have mastered  Used as a teaching device: backwash effects on teaching & motivation  Good tests encouraging Ss to perform... rubrics) If the correlation between 2 tests is high, the test can be termed reliable 3 Reliability versus Validity 2 chief criteria for evaluating any test ( an ideal test should be valid & reliable)  The greater the reliability of a test, the less validity it usually has  4 Discrimination An important feature of a test is its capacity: (1) To discriminate among ≠ candidates (2) To reflect the differences... encouraging Ss to perform well & gain confidence   Achievement tests Intended to measure achievement on a large scale, to show mastery of a particular syllabus  Standardized tests: pre-tested, items are analysed & revised where necessary  A good achievement test should reflect the particular approach to learning & teaching adopted  2 Proficiency tests Defining a student’s language proficiency with reference... depending on the purpose of the test  5 Administration/Practicality A test must be practicable, i.e fairly straight forward to administrate or able to administrate (the length of time for administrating, collecting answer sheets, reading instructions)  Another practical consideration concerns the answer sheets and the stationery used  6 Test instructions to the candidates All instructions are clearly... syllabus or teaching programme  3 Aptitude tests Designed to measure the Ss’ probable performance in a foreign language which he/she has not started to learn  Generally, seeking to predict Ss’ probable strengths & weaknesses in learning a foreign language by measuring performance in an artificial language  4 Diagnostic tests Achievement & proficiency tests: frequently used for diagnostic purposes... Diagnostic tests Achievement & proficiency tests: frequently used for diagnostic purposes such as diagnosing areas of difficulty Ss may have so that appropriate remedial action can be taken later  Diagnostic testing: frequently carried out for groups of Ss rather than for individuals  . influences of tests on the compilation of syllabus & language teaching programmes B. Types of tests 1. Achievement /attainment tests 2. Proficiency tests 3. Aptitude tests 4. Diagnostic tests . tests 1. Achievement /attainment tests  Class progress tests, the most widely used types of tests  Achievement tests, formal tests  Class progress tests  Designed to measure the extent. Chapter 10: Criteria and Test Types A. Criteria 1. Validity 2. Reliability 3. Discrimination 4. Administration 5. Test instructions to candidates 6. Backwash effects