RESUME OF LANGUAGE ASSESSMENT

Types Language tests of

1. Objective
2. Administration time
3. The way to do/answer
4. The way to construct
5. Total number of test takers
6. How to answer
7. How to score
8. Norm reference
9. Aspect of language performance
10. Views on the language
1. Objective
a. Selection/admission
Choosing candidate fulfilling criteria
e.g. Program (education, job, overseas) etc.
Types of language: proficiency & level of performance/mastery depends on the needs in the selection.
Based on the result : accepted or rejected.
a tour guide : Speaking
Journalist
: Writing
b. Placement
Placing someone in a group : language performance
Conducted before a program is started
Candidates : have the same / almost the same capability
Candidates : not a be frustrated / bored
So many candidates in a group
c. Achievement Test
To know how the result of TLP achieved
: All the material or some
Content of the test must be representative with the materials taught.
d. Diagnostic

Doctors Diagnose patients for symptoms indicating diseases due to something which is not
proper

Intended to evaluate SS errors in doing the test

Errors show SS difficulties in doing something/mastering something

Difficulties used as the bases to conduct language skill or component based on SS capabilities.
e. Try out
To know whether a test has good criteria in term of:

Validity

Rehability

Difficulty level

Discrimination power

Time allocation

Instruction

Result of typing, etc

Try-out revised a good test

Bad items : revised /eliminated

Items to construct : more than the real test

2. Administration Time
a.
Entrance Test
To decide whether somebody is accepted or rejected
Conducted before a program is started/conducted
must not be too general be specific (more effective & efficient)
Admission/rejection of candidates will be based on the minimum total number of candidates
required
b. Formative
Conducted when the program is in progress/going on.
Conducted to get info about the running program on a certain step/phase
(judgment : okay as has been planned or revised?)
good : suitable, evaluation is okay
Results
not good: ?
Materials
Methods
not appropriate
Media

Exercises : not enough

c. Summative
Conducted at the end of the program
to know the result of TLP in general
Scope : all the material taught
d.Pre-test
= selection (accepted or rejected?)
Conducted before a program is carried out/at the beginning of a program.
Doesnt influence the admission of candidates
Info on the result of pre-test used to know the progress achieved at the end of the program
Progress is known from the difference result between pre & post test by using = or equal tests
3. The way to do/answer
a. WRITTEN TEST
Both problem & response : done in a form
Problems/questions
oral : response written.
? Problems /questions
written response
oral
Emphasis : how to response rather than how to give question/problem
b. Oral Test
Both questions and responses
orally! Speaking.
Problems /questions ; written response orally
To avoid subjectivity & get more reliable results?
Use rating scale
Use analytical scoring
Apply inter rates/intra rates
4. How to Construct
Questionable : reliability, validity and other good requirement of a good test
Standardized Test
Constructed based on rigid (tegas) rule and tried out several times to meet the criteria of a good test.
Considering : content, scope
TOEFL
UAN
TOEIC
SNM-PTN ???
IELTS
SPMB
5. Total Number Of Examinees
a. INDIVIDUAL

Conducted individually by one or more examinees.

Problems/questions are given directly to the examinees.

Done especially for speaking.

b. GROUP
Conducted once for one group of many candidates.
Its done not only based on practicality and efficiency but because we also need interaction not only
between examiner and examinees but among examinees.
more practical
Not time consuming
Not tiring / boring.
6. How to Answer
a. Essay Type

Ask examinees to give answers/responses in the form of an essay : ex. Composition writing
b. Short Answer
Examinees are asked to give brief/short responses. ex. -integrated words
-isolated words
-just a single alphabet/member
Examples of short answer.
Filling blank spaces
Completing uncompleted sentences (completing test)
Skills/component : oral/written
L/R
R/C
Vocabulary grammar
c. Choice
Choosing one of alternatives/more alternatives (done on the answer sheet or a test booklet)
Ex. T/F
Objection
M/C
7. How to Score
a. Subjective Test (Essay Test)

guessing

 Influenced by : impression/opinion/judgment of a rater

The answers of ST are usually in the forms of
Sentences
Paragraphs
Description, including essay Essay Test
intra rater
To reduce subjectivity?
inter rater (pemberi nilai)
Objective Test
No judgment time the raters due to key
It takes time to construct but short time to score
Could gain large of the material tested
Quick in answering
LANGUAGE TEST
1. DISCRETE TEST
Discrete test is a language test that focuses on the language component or skill separately.
This test is based on the theory of language test which believes that language components are divided into
separate categories such as reading skill, speaking skill, vocabulary, grammar, pronunciation, etc.
The purpose of this test is to measure knowledge or performance in very restricted areas of the target language.
Example of Discrete Test;
a. True or false answers
b. Grammar items
c. Most multiple choice test
2. INTEGRATIVE TEST
Integrative test is a language test that focuses on more than one language skills or components.
This test is based on the theory language test which believes that language is a unitary competence that can
not be divided into separated competence.
By not separating the language skills, it is possible that in a test, there are some combinations of language
skills.
The purpose of this test is to measure a greater variety of language components or skills concurrently.
Examples of Integrative test;
a. Cloze test
b. Essays and writing tasks
c. Reading test
The Differences of Discrete and Integrative Test
Aspect
Discrete Test
Integrative Test
Focus

Focuses on one language

component or skill.

Theory

Language has separated

components

Purposes

To measure knowledge or
performance in very
restricted areas of the
target language

Focuses on more than one

language components or
skills.
Language is unity or a whole
To measure a greater variety of
language components or
skills concurrently.

- Integrative tests are OFTEN pragmatic in this sense, and pragmatic tests are ALWAYS integrative.
- Discrete point tests, CANNOT be pragmatic, and conversely, pragmatic tests CANNOT be discrete point tests
- Pragmatic tests MUST BE integrative, but integrative tests ARE NOT ALWAYS pragmatic.

3. Tests Pragmatic and Communicative

1.

Definition
1.1.
Pragmatic Test
Pragmatic test is that is intended to measure ability in comprehending or using language which closely
related to its whole context.
Pragmatic test is a part of communicative test used to measure students competence in applying language
components according to its situation in real life. (Oller, Burhan Nurgiyanto, 2001:177)
Pragmatik tes adalah tes yang digunakan untuk menyadap kemampuan untuk memahami atau
menggunakan bahasa senyatanya, yang erat kaitannya dengan seluruh konteks penggunaannya. (M.Soenardi
Djiwandono: 34)
- Pragmatic language is a language that is used in a social context and that helps us comprehend NOT
ONLY what is said, but ALSO why the utterance is spoken.
- The aspects of pragmatic: functional competence, sociolinguistic competence, interaction competence,
cultural competence

1.2.
2.

3.

4.

5.

Communicative Test
Communicative tests are intended to be a measure of how the test takers are able to use language in real
life situations. (Kenji, Kitao, Doshisha University, Kyoto- Japan)
Characteristics
2.1. Characteristics of Pragmatic test
Emphasis is placed on the context in using and understanding usage.
The main function is to analyze the language.
Doesnt emphasize on the structure of language like in discrete test.
Language is not approached as a combination of partial skills like in integrative test.
Involves verbal and non-verbal aspects.
Type of test: a contextual text not isolated word or sentence.
There are constraints in using language like: adding or subtracting of words unintentionally (verbal) or
situation, condition, behavior, etc (non-verbal).
2.2. Characteristics of Communicative test
The context is expanded by concerning the aspects of a good communication.
Doesnt emphasize on the structure of language like in discrete test.
Language is not approached as a combination of partial skills like in integrative test.
Focus on the use of language of communication.
Oriented on psycholinguistics and sociolinguistics.
Type of test: should be appropriate and related to the use of language in real life communication.
Similarities between communicative and pragmatic test
Do not emphasize on the structure of language like in discrete test.
Language is not approached as a combination of partial skills like in integrative test.
Involves verbal and non-verbal aspects.
Differences between communicative and pragmatic test

Pragmatic
Emphasis is placed on the context in using and understanding usage.
Not oriented on psycholinguistics and sociolinguistics.
Focus on the function of language in language analysis, including language test.
Type of test: comprehending a test based on the context, including the relation between verbal and nonverbal aspects in the text.

Communicative
The context is expanded by concerning the aspects of a good communication.
Oriented on psycholinguistics and sociolinguistics.
Focus on the function of language in real life communication.
Type of test: appropriate and related to the use of the language in real life communication.
Examples

Pragmatic test
Dictation
Cloze test

Communicative test
Role-play
Writing a letter.

4. Norm Referenced Test and Criterion Referenced Test

Norm referenced Test is a test that compares an examinees performance with the other examinees.
Purpose:
1. to rank each student with respect to the achievement of others in broad areas of knowledge
2. to discriminate between high and low achievers
Content:
1. Measures broad skill areas sampled from a variety of textbooks, syllabi, and the judgments of curriculum
experts
Item Characteristic:
1. Each skill is usually tested by less than four items
2. Items vary in difficulty
3. Items are selected that discriminate between high and low achievers
Score interpretation:
1. Each individual is compared with other examinees
2. Student achievement is reported for broad skill areas, although some norm-referenced tests do report
student achievement for individual skills.
3. Would be presented as a percentage with rank a half scoring above and a half scoring below mid-point

Criterion Referenced Test is a test that compares each examinees performance with a standard or
a pre-defined set of criteria or a standard.
Purpose:
1. to determine whether each student has achieved specific skills or concepts

2. to find out how much students know before instruction begins and after it has finished (pre- and post-test)
Content:
1. Measures specific skills which make up a designated curriculum. These skills are identified by teachers and
curriculum expert
2. Each skill is expressed as an instructional objective
Item Characteristic:
1. Each skill is tested by at least 4 items
2. The items which test any given skill are parallel in difficulty
Score interpretation:
1. Each individual is compared with a preset standard for acceptable achievement. The performance of other
examinees is irrelevant.
2. Student achievement is reported for individual skills.
Dimension
Purpose

Content

Item
Characteristics

Score
Interpretation

Criterion-Referenced
Tests
To determine whether each student has
achieved specific skills or concepts.
To find out how much students know
before instruction begins and after it has
finished.
Measures specific skills which make up a
designated curriculum. These skills are
identified by teachers d curriculum
experts.
Each skill is expressed as an instructional
objective.
Each skill is tested by at least four items
in order to obtain an adequate sample of
student
performance and to minimize the effect of
guessing.
The items which test any given skill are
parallel in difficulty.
Each individual is compared with a preset
standard for acceptable achievement. The
performance of other examinees is
irrelevant.
A student's score is usually expressed as a
percentage.
Student achievement is reported for
individual skills.

Norm-Referenced
Tests
To rank each student with respect to the
achievement of others in broad areas of
knowledge.
To discriminate between high and low
achievers.
Measures broad skill areas sampled from a
variety of textbooks, syllabi, and the
judgments of curriculum experts.

Each skill is usually tested by less than four

items.
Items vary in difficulty.
Items are selected that discriminate between
high
and low achievers.
Each individual is compared with other
examinees and assigned a score--usually
expressed as a percentile, a grade equivalent
score.
Student achievement is reported for broad
skill areas, although some norm-referenced
tests do report student achievement for
individual skills.

5. cloze test and c-test

CLOZE TEST (CLOSE PROCEDURES)
DEFINITION:
The tests of reduced redundancy which require test takers to utilize pragmatic expectancy grammar.

The most common purpose of the cloze tests is to measure the reading comprehension. prose
RATHER THAN poem, poetry, or song can be used to other language skills or component skills
It is about the ability to know and to fulfill the words that are deleted accurately. It shows the level of
language ability.
The deletion of the words is done systematically and has pattern of deleting words at n, for example,
fifth words, sixth words, seventh words. [the first and last sentence are not deleting; first sentence means the
main idea, last sentence means the conclusion]
ADVANTAGES
The cloze procedure seemed very attractive as a measure of overall ability.
Cloze tests were easy to construct, administer, and score.
DISADVANTAGES
Close test could not deliver all that was promised on its behalf.
The fact that intelligent and educated native speakers varied quite considerably in their ability to predict
the missing words.
The example of CLOZE TEST :

With the collapse of The Soviet Union and discrediting of communism as a rival model, more and
more people are coming to view constitutional democracy as the only legitimate form of government.
Around the globe, people are seeking (1)_________establish constitutional democracies. Many newly
democratic (2)________are turning to international community (3)_________support, and the international
community is (4)_______ to respond. The new democracies face (5)_________and external enemies who
oppose progress (6)__________constitutional democracy that undermines entrenched personal,
(7)__________ and financial interest.
The United States (8)________ take the lead in promoting
the (9)__________ toward democracy. Democratic governments are more (10)__________ and less given
to provoking war (11)_________ inciting violence. States that are constitutional (12)___________ are less
likely to go to (13)___________ with other democracies, and are more (14)__________ to support limits on
weapons trade (15)______ peaceful resolution of disputes, and foster (16)________ trade. Thus, when the
people attempt (17)_______ hold free elections and establish a (18)__________ democracy, the
international community should not (19)__________ assist but should guarantee the result. Those
measures should be institutionalized in organizations like the United Nations and the Organization of
American States (OAS), which would be responsible for carrying out mission to ensure the success of
constitutional democracy.

C - TEST
DEFINITION
The modification of cloze test procedure, still retaining the underlying . C-Test is developed by Raatz
and Klein Braley in 1981
THEORY OF GENERAL LANGUAGE PROFICIENCY
The C-Test is developed to solve some difficulties that is the part of cloze test weaknesses.
In the C-Test, instead of whole words, the deletion is starting from the second sentence, the second half of
every second word in the text. (Cf. Giotjahn, 1987)
ADVANTAGES
That only exact scoring is necessary and that shorter passages are possible.
The deletion of elements less than word is also said to result in representative sample of parts of
speech being so affected.
DISADVANTAGES
It is harder to read than a cloze passage, and correct responses can often be found in the surrounding
text.
The example of C-TEST
There are usually five men in the crew of a fire engine. One o_ them dri___ the eng____. The
lea___ sits bes___ the dri___. The ot___ firemen s__ inside t__ fight diff__ sorts o_ fires. S_, when t__
firemen arr___ at a fire, it is always the leader who decides how to fight a fire. He tells each fireman what
to do.

THE DIFFERENCES BETWEEN CLOZE TEST AND C-TEST

I. BASED ON THE WAY OF CONSTRUCT
CLOZE TEST
The deletion of the words is done systematically and has pattern of deleting words at n, for
example, fifth words, sixth words, seventh words.
C- TEST
The deletion is starting from the second sentence, the second half of every second word in the text
(kaidah serba dua)
II. BASED ON THE WAY OF SCORING
CLOZE TEST
1. EXACT WORD METHOD
If students answer is not exactly the same with the answer key, it means it is wrong
Example : big is replaced by large (wrong)
2. APPROPRIATE CONTEXTUAL METHOD
Whatever students answer, it will be right as long as it is logic based on the context as the whole
context.
Example : big is replaced by large (right as long as it is appropriate with the context)
C- TEST
If students answer is not exactly the same with the answer key, it means it is wrong, because there
has been a half of the word that is written in the test text.

6. Testing Grammar and Vocabulary

Tests of Grammar and Usage
The following are some of the most common types of objective items used to test awareness of the
grammatical feature of the language:
1. Multiple-choice items
2. Error recognition items
3. Rearrangement items
4. Completion items
5. Transformation items
6. Items involving the changing of word

7. Broken sentence items

8. Pairing and matching items
9. Combination items
10. Addition items
1.Multiple Choice Tests
Objective tests are made up of short questions, termed items. The most common is the multiple choice test.
Students must select the correct answer from a number of possible answers.
Constructing Multiple Choice Test Items
Writing MCQs is a relatively difficult task.
However, the effort expended in item construction is rewarded by the ease and reliability of marking. There needs
to be:
a clear and unambiguous question (or item stem)
an answer which is correct
several (usually 3 or 4) distracters which appear plausible to students without the ability to recognize a
correct answer
a coherence to the content matter to be examined
Standard Form of a M CQ
Q1 A word that modifies a noun is called:
<-- Stem
a)anadverb
b) a conjunction
Distractors
c) a verb
d) an adjective
<-- Correct Answer
2.Error Recognition Items
Definition:
Error-recognition is the exercises to know the mistakes of what we are doing and we try to recognize those
errors. In this test the student is given a sentence which is consists 4 underlined words. From the 4 words, the
student is intended to choose the word which is error.
Example:
.. is shining brightly today.
A. sun
B. The sun
C. A sun
D. some sun
The choice here is strictly between options A and B. This is one of error-recognition multiple-choice.
3.Rearrangement Items
Rearrangements items can take several forms, the first of which to consider here will be the multiple choice type.
If we attempt to test the first error by means of and ordinary multiple choice item, we are faced with the problem of
being restricted to only two options: the correct opinion and the distracter (i.e. the error)
You know how. . . . . .
A. It is B. Is it
The order of adjectives and the position of adverb can be tested in this way. As indeed can several other
grammatical areas:
1.The police are looking for . . . . .
A. big
B. TwoC. Cars
D. Black
2.Would you like to read Erfans . . .
A. Short
B. New
C. Story
D. Exciting
3. Budi said . . . . .cleaning his car.
A. Had
B. Finished C. He
D. Just
4. Only. . . . .Been rude to you!
A. Ever
B. I
C. have
D. Once
5. Mrs. Rodiah made Agnes . . . .
A. Her new pen
B. To
C. Show
D. Me
6. Someone warned Taufik. . . . .Thieves
A. For
B. To
C. Out
D. Look
4.Completion Items
The completion test item is a free response type of item in which the student must supply the
missing information from memory. You may make the completion item a listing test item in which the
student must supply the required list of part names, procedural steps, and so on, from memory. An
advantage of the completion item over the multiple-choice or the true-false types is that it
requires more than simple recognition of information. That eliminates the possibility of guessing
The completion item requires the student to answer a question or to finish an incomplete statement by
filling in a blank with the correct word or phrase. For example:
Neil Simon is a __________, Marshall Mason is a __________, Ming Chou Lee is a ___________.
5.Transformation Items
The transformation types of items is extremely useful for testing ability to produce structures in the target
language and helps to provide a balance when included in tests containing multiple choice items.
It is the one objective item type which comes closest to measuring some of the skills tested in composition
writing, although transforming sentences is different from producing sentence.

Rewrite each of the following sentences in another way, beginning each new sentence with the words given.
Make any changes that are necessary but do not change the general meaning of the sentence.
Joe can sing better than you.
You cannot
Frances is very good at tennis.
Frances plays..
In sunny weather I often go for walk.
When the weather..
6.Items Involving The Changing of Word
This type of items is useful for testing the students ability to use correct tenses and verb forms. It is a
traditional type of test but the layout is improved in this particular case by providing blanks on the right of
the text for completion. The continuity of the text is not impaired more than necessary by having both
blanks and underlined words inserted in the sentences. Thus the risk or obscuring the meaning of the text is
reduced.
Researchers (1) to convince that drugs
They (2) to test can improve the memory and that

This type of items is useful for testing the students ability to use correct tenses and verb forms. It is a
traditional type of test but the layout is improved in this particular case by providing blanks on the right of
the text for completion. The continuity of the text is not impaired more than necessary by having both
blanks and underlined words inserted in the sentences. Thus the risk or obscuring the meaning of the text is
reduced.
Researchers (1) to convince that drugs
They (2) to test can improve the memory and that
It (3) to be the forerunner of other drugs which
Eventually (4) to improve mental ability
Researchers (1) to convince that drugs
They (2) to test can improve the memory and that
It (3) to be the forerunner of other drugs which
Eventually (4) to improve mental ability
7.Broken Sentence Items
revise examination / often be very harmful./ It be far better/ icad/ balanced This type of item tests the students
ability to write full sentences from a series of words and phrases, and thus does not allow the test writer to
concentrate exclusively on testing those particular grammatical features which may have just been practiced in
class.
Take / drugs and stimulants / keep awake / while life/ and get enough sleep/ every night./ There be limit /
degree and span / concentration / which you be capable / exert./ Brain / need rest / as much body./ Indeed,/ it be
quality / than quantity work / that be important.
8.Pairing and Matching Items
it is used to test the ability to select appropriate responses to stimuli with would be presented orally in
normal everyday situation. this type of item usually consist of a short conversation.
Give the correct responses to this following questions by writing the letter of the correct response in the space
provided
Coolum I
letter
Coolum II
1. Are you going to see a film to night? ..
A. Most are I think.
2. So you went to the cinema?
..
B. I had a lot of work to do.
3. Why didnt you come with us to see the film?
. C. Yes, I probably will.
4. Have you ever seen a Japanese war film?
..
D. No, I didnt.
5. Is everyone going to see the film?
..
E. No, I Havent
9.Combination Items
In combination items, students are instructed to join each pair of sentences, using the word in brackets.
Examples :
a. You finish the paper. Then check your answers carefully. (AFTER)
Check your answer carefully after you finish the paper.
b. Some questions may be very difficult. They should be left until later. (WHICH)
Some questions which should be left until later may be very difficult.
In combination items, students are instructed to join each pair of sentences, using the word in brackets.
Examples :
a. You finish the paper. Then check your answers carefully. (AFTER)
Check your answer carefully after you finish the paper.
b. Some questions may be very difficult. They should be left until later. (WHICH)
Some questions which should be left until later may be very difficult.
10.Addition Items
In addition items students are instructed to insert in capitals in the most appropriate place in each
sentence
Examples:
a. YET Have you answer all the question?
Have you answer all the question yet?

b. STILL
Some students had not mastered the
correct techniques for answering
examination questions.
Some students had not still mastered the correct techniques for answering examination questions.
Testing Vocabulary
The following are some of the most common types of objective items used to test awareness of the grammatical
feature of the language:
1. Multiple Choice Items (A)
2. Multiple Choice Items(B)
3. Sets (associated word)
4. Matching Items
5. More Objective Items
6. Completion Items
1. Multiple Choice Items (A)
It is useful to distinguish between the following two major kinds of multiple-choice vocabulary items.
Group A: Choose the letter of the word which is the nearest in meaning to the word in italics.
Group B: Choose the letter of the correct or best word to complete each sentence.
Type 1: In this type of recognition item the stem is replaced by a picture.
Example:
a. Doctor
b. Teacher
c. Farmer
d. Police
Type 2: Here the stem consist of a definition. The test have to select the correct option to which the definition refer.
Example:
A child whose parents are dead
a. Broker
c. student
b. An orphan
d. player
Type 3: the stem consists of a lexical item. The test have to select the best synonym or definition.
Example:
Advocate
a. Support
c. Contradict
b. Advise
d. Damage
Type 4: the stem here consists of a sentence
Example:
Its rained continuously for two whole days
a. Without stopping
b. Heavily
c. Regularly
d. At odd moments
2. Multiple Choice Items(B)
In certain ways, the items shown in this section are more difficult to construct than those in the previous section.
The problem is chiefly one of context : too little context is insufficient to establish any meaningful situation, while
too much context may provide too many clues ( both grammatical and semantic).
Examples :
1. I saw a nasty . . . between two cars this morning.
A. happening B. danger
C. damage
D. accident
Paul
: Can you tell me what time the
doctors(1)... opens?
Mrs. King
: Its open now. The(2)will help you.
(1) A. office
B. surgery
C. hospital
D. ward
(2) A. porter
B. hostess
C. waitress
D. receptionist
3.Sets (associated word)
1. Recognition
This is one testing problem for which multiple choice can be recommended without too many reservation.
For one thing, distractors are usually readily available. For another, there seems unlikely to be any serious harmful
backwash effect, since guessing the meaning of vocabulary items is something that we would probably wish to
encourage. However, the writing of successful items is not without its difficulties.
a. Recognize synonyms
Example:
Choose the alternative (a, b, c, or d) which is
closest in meaning to the word on the left of the
page.
Gleam
a. gather
c. welcome
b. shine
d. clean

b. Recognize definitions
Example:
loathe means a. dislike intensively
b. become seriously ill
c. search carefully
d. look very angry
c. Recognize appropriate word for context
Context, rather than a definition or a synonym, can be used to test
knowledge of a lexical item.
Example:
the strong wind
the mans effort to put up the tent.
a. Disable
b. hampered c. deranged d. regaled
2. Production
The testing vocabulary productively is so difficult that it is practically
never attempted in proficiency tests.
Definitions
Example:
A .. is a person who looks after our teeth.
.. Is the second month of the year.
Gap filling
This can take the form of one or more sentences with a single word
missing.
Example:
Because of the snow, the football match was
until the
following week.
4. Matching Items
Matching test items, along with true-false and multiple-choice, are selection items. They are specialized for
measuring the student's ability to identify the relationship between a set of similar items, each of which has two
components, such as words and their definitions, symbols and their meanings, dates and events, people and their
accomplishments, etc
Example:
Directions: find the antonym of the words in column B from the words in column A
Column A
Column B
1. Smart
A. small
2. Big
B. narrow
3. Quick
C. long
4. thin
D. slow
E. fat
F. Stupid
5. More Objective Items
Type 1: Word formation test items
a) write a word in each blank. The word you write must be the correct form of the word on the left.
beauty How beautiful she is!
b) Rewrite following paragraph, putting in each blank the correct form of the word in capital letter.
The mountain has WONDERFUL scenery. When we arrived in the butterfly park, I saw many
butterfly. So my eyes looked at them ADMIRINGLY, because they are COLORFUL and very
BEAUTIFUL
Type 2: Items involving synonyms
a) write in each space the best word to replace the word underlined in each sentence.
I am looking for my book in my room....Am seeking
b) In each space write one word that means almost the same as the word on the left. The word you write must
rhyme with the word on the right.
suitable match
ugly.bad
Type 3: Rearrangement items
Rearrange following letter to make words. Then use each word in a sentence of your own so as to show the
meaning of the word.
Onir (iron)
cimenedi (medicine)
Type 4: Definition
a) use each of the following in a sentence so as to show the meaning of the word.
artist
: person who creates work of art.
association
: official group of people joined together
for a purpose
b) Explain the meaning of each of the underlined word in the following sentences.
1. Bank pay interest on saving accounts.
( money paid for the use of money)
2. The audiences enjoy her performance.
( act of performing a play concert etc)

7. Testing Writing
A. DEFINITION
Writing test is a kind of language test that emphasize in productive language skill (writing)
The main objective/purpose is to measure the students ability in writing that must be covered grammar,
vocabulary, content, fluency (runtut dalam menulis/tidak basa-basi dan pembaca dapat memahami maksud
penulis), and diction.--> criteria of writing test
General Components or Main Areas
1. Language use: the ability to write correct and appropriate sentences.
2. Mechanical skills: the ability to use correctly those conventions peculiar to the written language. (e.g.
punctuation, spelling).
3. Treatment of content: the ability to think creatively and develop thoughts, including quall irrelevant
information.
4. Stylistic skills: the ability to manipulate sentences and paragraphs, and use language effectively.
5. Judgment skills: the ability to write in an appropriate manner for a particular purpose with a particular audience
in mind, together with an ability to select, organize, and order relevant information.
Type of task: Describe, explain, compare and contrast, argue, etc.
B. CRITERIA OF PERFORMANCE
A successful will have passed an examination designed to test ability to produce a selection of following
type of writing:
a) Basic level: letter, postcard, diary entry, forms.
b) Intermediate level: as basic level, plus guide, set of instructions.
c) Advance level: as intermediate level, plus newspaper report, notes the candidates performance will
have met the following minimum criteria
C. SETTING THE COMPOSITION
In addition to providing the necessery stimulus and information required for writing, a good topic for
composition determines the register and style to be used in the writing task by presenting the student with a
specific situation and context in which to write.
There are 3 parts in setting task:
1. Set writing task that are properly representative of the population of task we should expect the student o
be able to perform.
2. The task should be elicit valid samples of writing (e.g. which truly representative student ability)
3. The samples of writing can and will be scored validly and reliably.
1. Representative task
a. Specify all possible content.
In order to judge whether the ask we set are representative of the task that we expect student to be able to
perform, we have to be clear at the outset just what these task are that they should be able to perform. These should
be identified in the task specifications.
b. Include a representative sample of the specified content.
The ideal test would be one which required candidates to perform all the relevant potential writing task.
2. Elicit a valid sample of writing ability.
a. Set as many separate tasks as is possible.
This requirement is closely related to the need to include a representative sample of specified content.
b. The only writing ability and nothing else.
This advice assumes that we do not want to test anything other than the ability to write. In language testing we
are not normally interested in knowing whether students are creative, imaginative, or even intelligent.
3. Ensure valid and reliable scoring.
a. Set task which can be reliable scored.
A number of suggestions made obtain a representative performance will also facilitated reliable scoring.
b. set as many task as possible.
The more scored for each candidate, the more reliable should be the total score.
c. Give no choice of task.
Making the candidates perform tasks also make comparisons between candidates easier.
D. OBJECTIVE TESTS OF WRITING TEST
Punctuation:
1. Type 1. The following type of punctuation item is very popular and is generally used to cover a wide range
of punctuation marks.
2. Type 2.
Example: Put the correct punctuation mark in each underline.
No, he hasnt yet Henry replied.
What do you want, I asked Henry
May I use your telephone? he asked.
3. Type 3. A greater degree of objectivity can be obtained by using the multiple-choice technique.
Spelling
1. Type 1. Dictation

Dictation measures a complex range of integrated skills and should not be regarded as a constituting simply
a test of spelling. The dictation of single words, nevertheless, can prove a fairly reliable test of spelling.
Several such tests consist of up to fifty words and use similar procedures to the following:
(i)
Each word is dictated once by the tester;
(ii)
The word is then repeated in a context; and finally,
(iii)
The word is repeated on its own.
2. Type 2. Multiple-choice items
Another fairly widespread method of testing spelling is through multiple-choice items usually containing
five options, four of which are spelt correctly. The students are required to select the word which is
incorrectly spelt.
In some tests only four words are given as options, the fifth option being no mistakes or all correct.
3. Type 3. Completion items
One advantage of such a test is that it does not present the students with incorrect forms.
E. HOW TO SCORE
Depends on the PURPOSE of testing or the circumstance of scoring:
- Analitic Rubric is a method of scoring which require a separate score for each of number of aspects of a task.
- Holystic Rubric Involves the assignment of a single score to piece of writing on the basic of an overall impression
of it.
HOLISTIC SCORING/IMPRESSIONISTIC JUDGEMENT
We use holistic scoring if the circumtances of scoring is being carried out by a small, well- knit group at single
site, because it is likely to be more economical of time, may be the most appropiate. Holistic scoring uses a varity
of criteria to produce a single score. The specific criteria selected depend on local instructional programs and
language arts objectives. The rationale for using a holistic scoring system is that the total quality of written text is
more than the sum of its components. Writing is viewed as an integrated whole. We have provided an example of
holistic scoring rubric developed by ESL teachers that contains the following four dimension :
- Idea development/organization : focuses on central idea with appropiate elaboration and conclusion
-

Fluency/structure : appropiate verb tense used with a variety of grammatical and syntatic structures

Word Choice : Uses varried and precise vocabullary appropiate for purpose

Mechanics : Absance of errors in spelling, capitalization, and punctuation.

The criteria for which ratings are assigned fall along five dimensions: meaning, organization, use of transitions,
vocabulary, and grammatical/mechanical usage. Criteria appropiate to each level very depending on the
developmental nature of the writing. For example, at level 1, writing may be characterized by copying from a
model, using diagrams, or drawings and using single words or simple phrases. In contrast, at the highest level
students may show evidence of the complex writing that is characteristic of native English speakers, including
elements of style, composition, sentence constructions, and grammar.
A variation on holistic scoring that lends itself to classroom use is primary trait scoring. This type of scoring
focuses on whether or not each paper shows evidence of the particular trait or feature you want. Students to
demostrate in writing. The trait could be a language- based faeture emphasizing anyone or more of the criteria for
holistic scoring indicated above, such as idea development/organization or sentence fluency/stucture. The
advantage of this approach is in focusing on specific aspects of instruction that most reflect the objecctives being
covered when the writing assignment is given. Alternatively, the scoring could be based on a content based feature,
such as accurate cotenten or use of concepts in the subject area. A students paper could be evaluated for (1)
accurate and sufficient content about civil disobedience. (2) Comparisons of civil disobedience with at least one
ither approach to civil rights, and (3) cohorent presentation of ideas supported by evidence.
ANALYTIC SCORING
We use analytic scoring if diagnostic information is required and if scoring is being conducted by a
heterogeneus. Possibly less well trained group, or in a number of different places, analytic scoring is probably
called for. Analytic scale saparate the feautures of a composition into components that are each scored saparetely.
The separate components are sometimes given different weights to reflect their importance in instruction. Two
advantages of this type of rubric are in peoviding feedback to students of specific aspects of their writing and in
giving teachers diagnostic information for planning instruction. Another special advantages of analytic scoring with
ELL students is in providing positive feedback on components of writing on which they have progressed most
rapidly. Two limitations of analytic scoring are that teachers sometimes do not agree with the weight given to the
separate components and that they may have to spend more time completing the scoring. Notice that the
differentiated scoring for sentence formation, usage, and Mechanics gives a balanced emphasis to these dimensions
relative to the wieght given to composing.
8. Listening Test

I. Introduction
It may seem rather odd to test listening separately from speaking, since the two skills are typically exercised
together in oral interaction. However, there are occasions, such as listening to the radio, listening to the music,
listening to the lecture, or listening to the railway station announcements, when no speaking is called for.
The significance of these features for testing purposes:

1.
2.
3.
4.
5.

Phoneme discrimination tests

Test of stress and intonation
Statement and dialogue
Testing comprehension through visual material
Understanding talks and lectures

II. The significance of these features for testing purposes:

1. Phoneme discrimination tests.
The ability of this test is to discriminate between certain phonemes may sometimes prove very difficult for
native speaker. Many English dialects fail to make some of the vowel and consonant contrasts and thus, in
addition to all the other variables, these tests are affected by the pronunciation differences of native speaker.
Example: Phoneme discrimination tests
This type of discrimination test consist of a picture, accompanied by three or four words spoken the
examiner in person or on type.

The testees hear:

A. Pin
B. Pen
C. Pair
D. Pain
A. Shark
B. Sock
C. Sack
D. Shock
A. Thin
B. Tin
C. Fin
D. Din
After each group of four words the testees write the letter of the most appropriate word for that picture. For
example.
1.A
2. B
3. B
2. Test of stress and intonation.
Although features of stress, intonation, rhythm and juncture are generally considered more important in oral
communication skills than the ability to discriminate between phonemes, test of stress and intonation are on
the whole less satisfactory than the phoneme discrimination tests treated in the previous section. Most tests
are impure in so far as they test other skills at the same time; many are also very artificial, testing the rarer
(but more testable) features.
Example:
Spoken: you will send me a couple of tickets
Written: you will send me a couple of tickets
This is probably
A. a request
B. a command
C. a expression of disbelief
3. Statement and dialogues
These items are designed to measure how well students can understand short samples of speech and deal
with a variety of signals on the lexical and grammatical levels of phonology.
Moreover, the responses required on the part of the listeners are not communicative responses in any sense
at all. The listeners are not required to respond by interpreting what they have heard or by adding further
information, as in real life.
Example:
The testees hear a statement (usually on tape) and then choose the best option from four written
paraphrases.
Spoken: I wish youd done it when I told you.
Written: A. I told you and you did it then.
B. I didnt tell you but you did it then.
C. I told you but you didnt do it then.
D. I didnt tell you and you didnt do it then.
It is advisable to keep the grammatical, lexical and phonological difficulties in the stem, leaving the written
options free of such problems and at a lower level of grammatical and lexical difficulty than the spoken
stimulus.
4. Testing comprehension through visual material
Most of the item types in this section are more appropriate for the elementary stages of learning English.
They, however, preferable to the discrimination items previously discussed as they involve the testing of
grammar and lexis trough phonology. Pictures, maps and diagrams can be used effectively for testing such
skills, thereby making the testees performance less dependent on other skills (e.g. speaking, vocabulary,
and reading).

Example: The students are required to select the appropriate picture that being described.

The student will hear

1. Both car doors are open
2. Its dayligth but both headlamps are on.
3. The man whos repairing the car lying underneath it.
4. Although the girl sees the man working hard, she doesnt help him.
5. Understanding talks and lectures
This type the testers hear a short story talk or lecturer and are required to answer question on it. This type of
test generally administered in one of the following ways;
1. The testees receive note paper and take notes while they listen to the lecture. Then given the question
paper (usually consisting of multiple choice items).
2. The testees receive the question paper first and are given a few minutes to glance through it. And then
they hear the lecture and work through the question.
3. The testees to the lecture and then receive the question paper. They read it through and then listen to
the lecture given a second time.
Beside the third ways above, still any several ways such as:
1. The teacher read aloud and record for a listening test by a teacher.
2. Read aloud to the another group, the speaker deliberately introducing hesitation features.
3. Through the interview , the reporter began in a self conscious way acting his part and speaking well.
However the person conducting the interview became so interested in the subject that he/she put the
script aside and asked question which the reporter was not expecting.

III. Texts
For reason of content validity and backwash, texts should be specified as fully as possible.
1. Text type might be first specified as monologue, dialogue, or multi participant, and further specified, and
further specified: conversation, announcement, talk or lecture, instructions, directions, etc.
2. Text forms include: description, exposition, argumentation instruction, narration.
3. Length may be expressed in seconds or minutes. The extent of short utterances or exchanges may be
specified in terms of the number of turns taken.

IV. Possible techniques

1. Multiple choices
The advantages and disadvantages of using multiple choices in extended listening tests are similar to those
identified for reading test .in addition; however there is the problem of the candidates having to hold in their heads
four or more alternatives while listening to the passage
Example:
I dont suppose you could show me where this goes, could you?
Response
a. no, I dont suppose so
b. of course I can
c. I suppose if wont go
d. Not at all
2. Short answer

This technique can work well, provided that the question is short and straightforward, and the correct, preferably
unique, response is obvious
3. Gap filling
This technique can work well where a short answer question with a unique answer is not possible
Example
Woman: do you think you can give me a hand with this?
Man: Id love to help but Ive got to go round to my mothers in a minute
The woman asks the man if he can________her but he has to visit his_______
4. Information Transfer
This technique is as useful in testing listening as it is in testing reading, since it makes minimal demands on
productive skills. It can involve such activities as the labeling of diagram or pictures, completing forms, making
diary entries, or showing routes on a map.
In this question you must write your answers. Tom also has to draw a sketch map of the accident. He has
drawn the streets, but he cant write in the names. He asks you to fill in details. Look at the sketch map. Listen to
Tom and write on the map what he tells you.

9. READING TEST
@ Reading Comprehens. Test -> to test READING ABILITY.
- The activities:
a) Recognize words/word groups.
b) Deduce the meaningof words by:
1. Understanding word function
2. Understanding contextual clues
c) Understand explicity stated information
d) Anticipate and predict what will come next to the text
e) Understand relations between parts of a text through both lexical devices and grammatical cohesive devices
f) Identify the main idea
g) Generalise and draw conclusion
h) Understand information not explicilty stated by:
1. Making inferences
2. Understanding figurative language (bahasa kiasan)
i) Skim and scan
j) Read critically
- Voice (silent reading & reading aloud->pronunciation test)
- Length of materials
a) Intensive: short reading extracts (most reading texts)
b) Extensive: whole articles, chapters, books, novels, etc
# NOTES:
1) To test GENERAL PROFICIENCY, include a variety of text types in order to obtain acceptable reliability.
2) To demonstrate how the target language is used in real life situations, use authentic materials (ex. reports).
3) In one text/passage, we may take 2/more formats of testing.
4) In a PROFICIENCY TEXT, the text should contain the type of reading task which will be demanded of the
students in later real life situations.
5) In a class progress test/
6) Reading comprehension test also demands the capability of one's proficiency on GRAMMAR &
VOCABULARY.
7) The length of the text must be approximately counted as follows:
a. Elementary: 50-100 words
b. Intermediate: 200-300 words
c. Advanced: 400-600 words, by regarding the difficulty level of the text
8) Avoid background knowledge of the students in answering the comprehension questions:
a. Don't test other skills, but language
b. The comprehension questions must depend on comprehension of a reading text rather than on general
knowledge/intellegence of the students.
Thus, DON'T use texts which have been discussed (SEEN TEXT).
9) In reading comprehension, it requires the students to digest & interpret what they have read. DON'T construct
test items simply on matching words & phrases in the text.
- seen texts: a text which has already been discussed.
- unseen texts: a text which hasn't been discussed yet.
- form opinions: it is used when you are asked to criticize a text/passage.
- add ideas: it is used when you are asked to give/add any information that relates to the text/passage.