Chapter 10:Criteria and Test Types doc

ValidityValidity  the extent to which it measures what it is supposed to measure & nothing else content Face validity Content validity Construct validity Empirical validity...  Co

Chapter 10:

Criteria and Test Types

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

teachers, moderators & testees  described as

having face validity

public relations exercise

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

2 Reliability (affecting factors)

& the administration of the test

(1) test instructions (rubrics)

(2) personal factors like motivation & illness

(3) scoring of the test (the most important factor- objective tests overcome this problem of

marker reliability)

2 Reliability (measuring methods)

(1) Re-administering the same test (the

same group of candidates) after a lapse time

(2) Administering parallel forms of the test

to the same group (tests must be identical

in the nature of sampling, difficulty, length

& 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

(1) To discriminate among ≠ candidates

(2) To reflect the differences in the

performances of individuals in a group

vary 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 written.

 Samples are given.

 Grammatical terminology should be

avoided.

7 Backwash effects

 Def.: 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

1 Achievement /attainment tests

 Class progress tests, the most widely used types of tests

 Achievement tests, formal tests

 Class progress tests

have mastered the material taught in the

classroom, allowing Ss to show what they

have mastered

on teaching & motivation

& gain confidence

 Achievement tests

scale, to show mastery of a particular syllabus

analysed & revised where necessary

particular approach to learning & teaching

adopted

2 Proficiency tests

 Defining a student’s language

proficiency with reference to a

particular task which he/she will be required to perform (TOEFL, TOEIC)

 In no way related to any 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

such as diagnosing areas of difficulty Ss may have so that appropriate remedial

action can be taken later.

for groups of Ss rather than for individuals