Language Testing 8, 1 (1991) pp.

92-94
Book review
Hughes, A. 1989: Testing for language teachers. Cambridge and New
York: Cambridge University Press ix + 172 pp. ISBN 0-521 -27260-2.
Applied linguists involved in teacher education programmes in teaching
English as a second or foreign language, as well as foreign languages, are in
continual search of the ideal textbook for introductory language testing
courses. The publication of Arthur Hughes' book, Testing for language
teachers, may well be the text we have been looking for. Hughes states in the
preface that 'the simple objective of this book is t o help language teachers
write better tests' (p. ix). In order for language teachers t o prepare their own
tests they need more than a 'collection of test techniques', they also need 'the
principles of testing and how they can be applied in practice' (Hughes,
1989: ix).
The sequencing of the 14 chapters is carefully planned and executed.
Hughes begins by discussing the integration of teaching and testing. A
discussion of the principles of harmful and beneficial backwash introduce
the language teacher immediately to the concept that language tests can lead
to improved teaching and need not be viewed as an imposition. The role of
tests in a language teaching programme is discussed. Hughes indicates that
language teachers can make contributions to the improvement of testing by
writing their own tests and by putting pressure on professional testing
institutions to improve the commercial tests that are available. Teachers who
are knowledgeable about the role of testing in a curriculum and understand
the role that testing can play in creating beneficial backwash will make a
great impact professionally in these two ways. In chapter two Hughes
outlines the text content for the reader.
Chapter three examines various kinds of tests and discusses the purposes
for using tests in a language teaching program. The teacher is introduced t o
the concepts of proficiency tests, achievement tests, diagnostic tests, and
placement tests. Contrasting categories of tests are then discussed: direct
versus indirect testing, discrete point versus integrative, norm-referenced
versus criterion-referenced testing and objective versus subjective testing.
Hughes emphasizes that all of the principles discussed in the text are directed
toward the testing of communicative abilities (e.g., the measurement of the
ability to communicate). As language teachers understand the purposes of
a particular testing situation they are better able to prepare the appropriate
type of test item and determine the length of the testing session.
The concepts of validity and reliability are addressed in chapters four and
Book review 93
five. Hughes does not go into the technical details of these important testing
principles but provides a very readable and understandable explanation
of why these principles are of value t o the language teacher writing his/
her own language tests. Content validity, criterion-related validity, construct
validity, and face validity are addressed. Hughes emphasizes the value of
validity by indicating that 'every effort should be made in constructing tests
t o ensure content validity' (p. 27). He also emphasizes that teachers should
examine the validity information available on any published tests that they
may use.
The chapter on reliability directs the reader's attention to reliability coeffi-
cients and the standard error of measurement. The discussion remains on an
elementary level which is very readable. The value of this particular chapter
is the section that deals with how to make tests more reliable. Hughes
provides several solid suggestions on what the classroom teacher can actually
do to improve reliability. A few of the suggestions include: taking enough
samples of a given behaviour, providing enough structure to the test items
so that an accurate reflection of performance is obtained, writing unam-
biguous items, providing clear and explicit instructions, allowing students
t o become familiar with test format and testing techniques prior to the
administration of the actual test, and employing multiple testing oppor-
tunities for the students.
Hughes then directs a chapter t o how beneficial backwash can be
achieved. The concepts in this particular chapter are particularly helpful for
the classroom teacher to keep in mind in writing his/her own tests. Hughes
strongly recommends that criterion referenced tests be prepared thus making
the test more valuable for the language learner. A thread is maintained
throughout the text of the value of beneficial backwash and why the teacher
should keep this concept in mind in all testing settings.
From the theoretical base established in these first six chapters, teachers
are then introduced t o the stages of test construction (chapter 7). techniques
for testing and testing overall ability (chapter 8) followed by a discussion
of the principles for testing individual language skills: writing (chapter 9),
oral language (chapter lo), reading (chapter 11), listening (chapter 12)'
and grammar/vocabulary (chapter 13). The concluding chapter discusses
guidelines of test administration.
Hughes provides a framework of specifications that is helpful for teachers
to follow in writing test items. The framework includes information on: test
content, test format and timing, criteria1 levels of performance, and scoring
procedures. With these four pieces of information in mind the teacher can
begin the task of writing test items that should result in effective classroom
tests.
Appendix 1 of the text provides an extremely basic introduction t o
statistical analysis of test results. Perhaps my criticism of the text is how
condensed this section is. I feel that this part of the text could have been
strengthened by devoting an entire chapter to test evaluation procedures
in order t o give classroom teachers more information about how t o use
elementary statistics in evaluating their tests.
I have used this text in the language testing course that I teach at Ohio
94 Book review
University. I have found that the graduate students complete the course with
more than a simple knowledge of what a good test is but with the skills to
actually write a good test. Following Hughes' framework students have
written, administered, and evaluated their own tests in classrooms of ESL
learners. I have found the text to be of great worth in teaching this course.
Neil J, Anderson