Theoretical Framework

Assessment on Second Language seems to be an important issue for

teachers at the moment they have to assess the different skills that students are
expected to develop throughout the process of learning and acquisition of a second
language. To comprehend and understand what assessment is about, some
authors, such as Brown, H Douglas (2004) and Coombe, Ch, Folse, K, Hubley, N
(2007) suggest some difference between Teaching, Evaluation, Assessment and
Test, in order to clarify some misconceptions about these concepts which, at first
sight, seem to be very similar. Test usefulness is analyzed and explained through
some principles that according to Brown, (2004), Coombe, (2007) and Bachman
and Palmer, (1997), should be taken into account, in order to make a test useful to
the intended educational purpose. According to some of these authors these
principles have different implications for tests construction and different impact on
teachers, students and society in general.
 Brown, (2004) refers to assessment and teaching as different processes,
where teaching involves all the educational process and assessment is what is
done in terms of assessing students’ process of learning. There are two main types
of assessment: Informal assessment where the teacher is constantly assessing
students through unplanned comments and responses, along with coaching and
other feedback, and Formal assessment where exercises and procedures are
specifically design to develop student’s skills and knowledge (Brown, 2004). Tests,
according to the same author, are a subset of assessment. On the other hand
Coombe, (2007) refers to Evaluation as an inclusive and widest basis for collecting
information in education, Assessment as part of evaluation, related to a variety of
ways of collecting information of learner’s language ability, and Test as a
subcategory of assessment, which is very similar to what Brown refers to. It is
important to be clear about this terms, because the principles that these three
authors refer to are about how to make a useful test, in order to assess students’
ability to use the language, which is a very important part within the teaching and
evaluation process, because of the information that teachers are able to collect
through these ways of assessment.

For Bachman, (1997) the most important consideration in designing and

developing a language test is the use for which it is intended, so the most
important quality of a test is its usefulness. Bachman and Palmer’s model of test
usefulness requires that any language test must be developed with a specific
purpose, a particular group of test-takers, and a specific language use in mind
Bachman, (1997)(cited in Coombe, 2007). These three authors suggest and refer
to some test qualities, in order to get usefulness in test development.

Validity

The term validity refers to the extent to which a test measure what it is
supposed to measure and no anything else (Coombe, 2007 and Brown, 2004).
There are types of Validity; Content, construct and face validity. Content validity
means that the test assesses the course content using formats familiar to the
students (Coombe, 2007). According to Brown, (2004) there are two types of test
that would help us to understand, in other way, content validity; direct test where
the test-taker perform the target task and indirect test where learner do not perform
the task. Construct validity refers to the fit between theories and methodology of
language learning with the type of assessment (Coombe, 2007). According to
Bachman, (1997) a construct is a specific definition of an ability that provides the
basis for a given test or test task, so the term construct validity is used to refer to
the extent to which we can interpret a given test score as an indicator of the ability
or construct we want to measure. Brown, (2004) refers to a consequential validity
which refers to the consequences of a test on the learner. Face validity means that
the test looks as though it measure what it should measure (Coombe, 2007).
Brown, (2004) refers to face validity as a facet of consequential validity where
students view the assessment a fair and relevant for their improving learning.

Reliability

A reliable test is consistent about scores and dependable, it means that it

would offer similar results if it is applied to different groups at different times
(Brown, 2004, Bachman, 1997 and Coombe, 2007). Test reliability could be
threatened by different factors such as, Fluctuation in the learner: fatigue, sickness,
emotional problems and so on, in Scoring: subjectivity in scoring may produce
errors into the scoring process, and in Test administration: testing conditions may
reduce test reliability (Brown, 2004 and Coombe, 2007).

Authenticity

It is define as the degree of correspondence of the characteristics of a given

language test task to the features of a target language use task (TLU) (Bachman,
1997). Language learners are motivated when they are faced with tasks that reflect
real-world situations and contexts (Coombe, 2007). It is important, because of its
potential effect on test takers’ perception of the test, therefore, on their
performance (Bachman, 1997).
 Practicality

It refers to the way in which the test will be implemented, and to the degree,
whether it will be developed and used at all (Bachman, 1997). A test is practical
when it is not excessively expensive, it is easy to administer and has a scoring
procedure that is specific and time-efficient (Brown, 2004).

Impact

According to Bachman, (1997) tests have impact on society and educational

systems (macro level) and upon the individuals (micro level) within those systems.

Washback

It refers to the effect of testing on teaching and learning, it is said to be

positive or negative (Coombe, 2007). According to Brown, (2004) it is a facet of
consequential validity, generally referring to the effects the tests have on instruction
in terms of how students prepare for the test. While for Bachman, (1997) it is an
aspect of impact.

Transparency

According to Coombe, (2007) it refers to the availability of clear and

accurate information, such as outcomes to be evaluated, formats used, weighting
of items and sections, time allowed to complete the test and grading criteria, to
students about testing. It makes them part of the testing process.

Security

It is part of both reliability and validity for all tests. Teachers should be able
to produce parallel forms of test that are secure, in order to keep reliability and
validity (Coombe, 2007).

Interactiveness

According to Bachman, (1997) it refers to the extent and type of involvement

of the test taker’s individual characteristics in accomplishing a test task. The most
relevant individual characteristics for language testing are the test taker’s language
ability, topical knowledge and affective schemata.

The qualities suggested by these three authors show us that it is not as

simple as it seems to produce a test. It is necessary to consider and to take into
account these principles to get the most important qualities of all, usefulness. As
far as I can see, considering what these authors expose about the qualities to
produce a good test, it is important to consider these principles; however it is
difficult to get them all at a hundred percent in a test. Teachers should always make
efforts to try to get usefulness in test, so that to get the intended educational
purpose and make students feel comfortable at the moment they take a test, as
well as improve the feedback given by teachers and received by students.
Nowadays assessment production and results differ; depending on the kind of
school whether it is private or public, from my point of view, due to the explicit lack
of resources and the difference in terms of objectives from one and other. Private
school are organized in different ways and the teaching methods that they use vary
from that ones used in public school, so the type of measure changed, as well as
the test type according to their educational reality. Sometimes depending on those
kind of factors the process of assessment is weak in some qualities or principles,
for example in a school where there are many students by class and there is a lack
of resources, it is difficult and almost not possible to print or photocopy material or
test for students; therefore, some qualities, such as practicality are lost or very
difficult to accomplish when there is not the necessary things to do it. Other thing to
take into account, from my point of view, is the teaching approach that is used to
teach, because the qualities or principles mentioned depend on them, as well as
the way to assess. To assess what is taught within a grammar translation approach
is different from that assessment made within a communicative approach, because
the authenticity, validity and so on would not be the same due to the different
language skills that are developed through these approaches. There are many
factors to consider at the moment to produce a test useful for the intended
educational purpose; however it is worthy and necessary not only for teachers, but
also for students, in order to know their strengths and weaknesses in the process
of teaching and learning of the language.
 References

Bachman, L. F. (1997). Language Testing in Practice (2 ed.). Oxford : Oxford

University Press.
Brown, H. D. (2004). Language assessment: principles and classroom practices.
San Francisco State University: Longman.
Coombe, C. F. (2007). A Practical Guide to Assessing English Language Learners.
University of Michigan Press.

Name: Exequiel Gonzalez