Types of Testing Activity 1 UNIT III

Types of testing

PROFICIENCY TEST

This kind of test is useful to find out the level that students have and to see how proficient they are using the second language. This test provides more general information than the others.

Example:

CPE-Cambridge ESOL's most advanced exam (used to certificate that you have the C2 level).

ACHIEVEMENT TEST

It is useful to see the progress that students have in the classroom. There are two kinds of achievement test, the final and the progress test.

Final achievement test is applied at the end of the course by the minister of education and the progress test is useful to see how students have been progressing during the course, these tests also help the teacher to know what students need to reinforce.

Example: The test that we make in the classroom after the units and the ordinary test at the end of the course.

PLACEMENT TEST

Placement test is useful when the teacher needs to know the different capacities that each student has in the classroom; to look for better methods and techniques to use for the everyday class taking account that it is to assess the students that have different levels in the same classroom.

Example:

The English test applied in UABC to know the level of English that the participants have.

DIAGNOSTIC TEST

This kind of test is useful to identify the possible troubles that students could have and to know is students really understand the topics covered during the unit. It also helps to see if students need to reinforce something about the last classes.

Example:
The pre-test made by the teacher. He can observe or identify the trouble that the student has.

TESTING

DIRECT VS. INDIRECT TESTING

DIRECT TESTING

Testing is direct when it needs students to perform exactly what we want to measure. We already know what abilities we are going to assess. The people who are aware about test as a real situation, we need to make them know it is going to be grade.

Example:

When we want to test our students write an academic essay.

INDIRECT TESTING

We can notice the knowledge that students have in the language. They have to demonstrate what they can do using their skills.

Example:

Test our learners’ listening ability by asking them to match words that rhymed with each other.

DISCRETE POINT VS. INTEGRATIVE TESTING

Discrete point testing is very particular, it focuses just in one element at time, and it tends to be indirect.

Example:

A multiple choice test.

Integrative testing is when the participants need to combine all the elements of the language to complete specific task, it is direct and it involves writing.

Example:

An example can we found in this testing is the dictation.

NORM-REFERENCED VS. CRITERION REFERENCED TESTING

Norm-referenced is when the students show their capacity using the language but in this case the teacher is not going to say to the students what they already able to do.

Example:

Comprehensive Test of Basic Skills (CTBS).

Criterion Referenced Testing

This kind of testing is for classify the participants according to what they are able to perform of what they are not able to perform, which means that performance is evaluated, the participants have two options the pass or they fail in this way the students are motivated to measure their progress.

Example:

We can found, for example, the TABE test published by McGraw Hill.

Objective Testing vs. Subjective Testing

OBJECTIVE TESTING

Judgment is not needed on the part of the person who evaluate.

Example:

The true or false question based on a text.

SUBJECTIVE TESTING

Judgment is requiring on the part of the person who evaluate.

COMPUTER ADAPTIVE TESTING

It is useful to get more specific information about the people ability and to know who I sable to answer to difficult items or easy items depending of their levels.

Example:

TOEFL (Test of Language as a Foreign Language)

TEAM MEMBERS

Esquivel Suazo Fabiola

Rocha Morelos Josué

Valadez Acosta Leticia