Test Design and Assessment
Compiled by Asst. Prof. Narmeen Mahmood
Trends and Approaches to Language Testing
1. Discrete- Point Testing Approach:
This approach is based on the idea that language elements could be
separated, and that these elements (phonology, vocabulary, and grammar)
could be taught and tested separately.
Discrete- point tests are constructed on the assumption that language
can be divided into its component parts, and those parts can be tested
successfully .The components are the skills of listening, speaking,
reading, writing, and various units of language of phonology,
morphology, lexicon, and syntax (Brown, 2010: 8). They measure the
knowledge of individual language items at a time
(Mousavi, 1999: 102). For instance, a test of ability to use correctly the
perfect tenses of verbs maybe termed as a discrete- point test.
Discrete -point tests focus on decontextualization, i.e. testing language
out of context.
The answer could be correct or incorrect.
They have the advantages of often being practical to administer and
mark, and objective in terms of marking. However, they show only
the learners ability to recognize or produce individual items - not how
s/he would use the language in actual communication.
Example techniques are multiple –choice, true/ false or yes/ no, and
fill-in the blanks.
NOTE: A discrete item is defined as an item that is not part of a larger
body of material.
2. Integrative Testing Approach
This approach involves the testing of language in context and it is
concerned with meaning and the total communicative effect of
discourse.
As opposed to discrete-point approach, in integrative approach, tests
do not seek to separate language skills into neat divisions; instead,
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they are often designed to assess the learners’ ability to use two or
more skills simultaneously.
Example techniques of integrative tests are cloze tests and
dictations.
In a cloze test, grammar, vocabulary and overall meaning are tested
simultaneously, and at the same time. A cloze test is a reading passage
(perhaps 150 to 300 words) in which roughly every sixth or seventh word
has been deleted; the test-taker is required to supply words that fit into
those blanks. It requires a number of abilities that lie at the heart of
competence in a language: knowledge of vocabulary, grammatical
structure, discourse structure, reading skills and strategies, and an
internalized "expectancy" grammar (enabling one to predict an item that
will come next in a sequence).
Dictation is a familiar language-teaching technique that evolved into a
testing technique. Essentially, learners listen to a passage of 100 to 150
words read aloud by an administrator (or audiotape) and write what they
hear, using correct spelling. A dictation requires careful listening,
reproduction in writing of what is heard, efficient short-term memory,
and, to an extent, some expectancy rules to aid the short-term memory.
3. Communicative Testing Approach:
Communicative language testing approach is used to measure language
learners’ ability to use the target language in authentic situations.
The approach believes that someone/ a student is considered successful in
learning the target language if she/he can communicate or use knowledge
and skills by way of authentic listening, speaking, reading and writing.
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Characteristics of a Communicative Language Test
Brown (2005) suggests five core characteristics for designing a
communicative language test. These include:
Meaningful communication: the purpose of language learning is
communication, so language learners’ communicative ability should be
measured.
Authentic situation: authentic situations increase meaningful
communication because ‘language cannot be meaningful if it is devoid
of context’. This means that communicative test should offer students
the opportunity to encounter and use the target language receptively
and productively in authentic situations to show how strong their
language ability is.
Unpredictable language input: in real situations, it is not always
possible to predict what speakers say (unpredictable language input).
This natural way of communication should be replicated in a
communicative test.
A creative language output: means that learners need to prepare for
replying (creative language output).
Integrated language skills: a communicative test should require test
takers to show their ability to use language skills as in real- life
situations.
