Types of tests

Types of tests

1. Aptitude tests

   • They predict who will be a succesful language learner
   • They are based on factors which determine an individual´s ability to acquire a second foreign language
   • Cognitive abilities Implied (Carroll, 1981)
     • Memorization, phonetic coding and recognition of grammatical analogies
   • Main characteristics
     • They are large it takes a long time to administer and forward-looking.

2. Placement tests

   • They are used to make decisions about placing learners in an appropriate group.
   • They are based on a theory language proficency or on the learning objectives of the syllabus to be taken
   • Main Characteristics
     • They are administred at the start of a course, they tend to be quick to administer and to mark. They are not reliable but students can be moved to the right level according their proficency.

3. Diagnostic Tests

   • They are used to determine the students´areas of strength and weakness in order to determine appropriate type and levels of teaching and learning activities
   • Main characteristics
     • They are designed to provide detailed infromation about the content of a particular course or they are part of a general theory of language proficency
   • They can be based on theory or a syllabus

4. Progess Tests

   • They are used to provide feedback on the efectiveness of students' learning. Feedback is part of formative evaluation of a course
   • They provide feedback to teacher and learner to decide appropriate modifications to the programme
   • Main Characteristics
     • They tests a small range of language, they are very informal and look back over recent work.

5. First generation tests

   • They are associated to grammar/translation approach to language learning.
   • Candidates are asked to complete questions, compositions, translations or answer activities devoid of context
   • They test grammar, vocabulary, punctuation, spelling, discourse structure,accuracy and fluency.
   • They have a subjective scoring derived from an experienced tester judgement.

6. Achievement Tests

   • They come at the end of a relatively long period of learning, and their content derives from the syllabus that has been taught over that period of time.
   • Main characteristics
     • They may be internal, external, set by school or set by an examining body . They cover a wide range of language skills
   • examples of these tests
     • KET, PET, FCE,CAE, CPE.
   • they may be used for a variety of purposes such promotion to a more advanced course, certification or to apply for a job

7. Proficency Tests

   • They look forward to a future language using situation. They are related to specific academic or professional situations where English is needed
   • They are based on a notional-functional syllabus of language study or on a theory of language proficency and specific language abilities to constitute language proficency
   • Main characteristics
     • Large scale tests, used for selection in a university.They reflects the language requerimentsof the target situation level
   • Example: IELTS

8. Second Generation tests

   • Measure one item of language, known as a discrete point. ( example a verb, a preposition)
   • Test are very long
   • They developed techniques such objective and integrative, for example cloze tests.

9. Third generation tests

   • They test integrative language, they use subjective and objective testing formats.
   • Thay are part of CLT so they test items of real language use
   • They use contextualized and authentic techniques from real world situations.
   • More than one assessor is used to discuss and interpret ation of descriptors of performance in tests

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