CLASSROOM LANGUAGE TEST

This paper is arranged to fulfill the assignment

Supporting Lecturer:
Ima Fitriyah, M.Pd.

Arranged by:

Reza Pradana (932209417)

Linda Milasari (932203017)
Anisa Sugiharto P. (932200617)

ENGLISH DEPARTMENT
FACULTY OF EDUCATION
STATE ISLAMIC INSTITUTE (IAIN) OF KEDIRI
2019
 PREFACE
First of all, thanks to Allah SWT because of the help of Allah, writer finished writing
the paper entitled “Classroom Language Test” right in the calculated time.
The purpose in writing this paper is to fulfill the assignment that given by
Mrs. Ima Fitriyah, M.Pd. as Language Assessment and Testing Development major.
In arranging this paper, the writer truly get lots challenges and obstructions but with
help of many individuals, those obstructions could passed. Writer also realized there
are still many mistakes in process of writing this paper.

Because of that, the writer says thank you to all individuals who helps in the
process of writing this paper. Hopefully Allah replies all helps and bless you all. The
writer realized that this paper still imperfect in arrangement and the content. Then the
writer hope the criticism from the readers can help the writer in perfecting the next
paper. Last but not the least hopefully, this paper can helps the readers to gain more
knowledge about kind of test.

Kediri, September 26, 2019

Author

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TABLE OF CONTENTS

CLASSROOM LANGUAGE TEST...................................................................................... 0

PREFACE................................................................................................................................. i
TABLE OF CONTENTS ....................................................................................................... ii
CHAPTER I ............................................................................................................................ 1
INTRODUCTION................................................................................................................... 1
A. Issue Background .......................................................................................................... 1
B. Problems Identification ................................................................................................. 1
CHAPTER II ........................................................................................................................... 3
DISCUSSION .......................................................................................................................... 3
1. Language Aptitude Tests .............................................................................................. 3
2. Proficiency Test ............................................................................................................ 5
3. Placement Test .............................................................................................................. 6
4. Diagnostic Test ............................................................................................................. 7
5. Achievement Test ......................................................................................................... 8
CHAPTER III ....................................................................................................................... 10
CLOSING .............................................................................................................................. 10
Conclussion ......................................................................................................................... 10
References .......................................................................................................................... 11

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 CHAPTER I
INTRODUCTION
A. Issue Background

A test or examination is an assessment intended to measure a test-taker's

knowledge, skill, aptitude, physical fitness, or classification in many other topics. A
test may be administered verbally, on paper, on a computer, or in a predetermined
area that requires a test taker to demonstrate or perform a set of skills. Tests vary in
style, rigor and requirements. A test score may be interpreted with regards to a norm
or criterion, or occasionally both. The norm may be established independently, or by
statistical analysis of a large number of participants.

The first duty when we will face in designing a test for students, we should
determine the purpose of the test. Defining the purpose will help us to choose the
proper test and will also help us to focus on the specific objectives off the test.
(Brown, 2004) Said he will create as a classroom teacher-language aptitude test and
language proficiency test-and three types that you will almost certainly need to
create-placement test, diagnostic test, and achievement tests.

B. Problems Identification
1. What is Language Aptitude Test?
2. What is Proviciency Test?
3. What is Placement Test?
4. What is Diagnostic Test?
5. What is Achievement Test?

C. Purpose of The Paper

1. To understand what is language aptitude test

2. To understand what is proviciency test
3. To understand what is placement test

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4. To understand what is diagnostic test
5. To understand what is achievement test

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 CHAPTER II

DISCUSSION

1. Language Aptitude Tests

A language aptitude test is designed to measure capacity or general ability to learn

a foreign language and ultimate success in that undertaking. Language aptitude tests
are ostensibly designed to apply to the classroom learning of any language.1 Besides
it the Modern Language Aptitude Test is an international test designed to determine
someone's ability to learn a foreign language.2

Two standardized aptitude tests have been used in the United States: the
Modern Language Aptitude Test (MLAT) (Carroll & Sapon, 1958) and the Pimsleur
Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests
and require students to perform a number of language-related tasks. The MLAT, for
example, consists of five different tasks.

Tasks in the Modern Language Aptitude Test

1. Number learning
2. Phonetic Script
3. Spelling clues
4. Words in sentence
5. Paired associates

The MLAT consist of five sections. Each section measures a particular skill
required to acquiring a new language.

1
(Brown, 2004)
2
https://www.mlatstudy.com/about-the-mlat

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 In section 1 Number Learning, participants need to learn one two and three
digit numbers using a new language. It starts by the voice on the tape explaining how
single digit numbers are pronounced in the new language, for example, “ka” might be
number one, while “kaba” might mean two (these are not actually the test answers ;-).
The voice will then go on to teach numbers three and four before moving onto 10-40
and 100-400. It works like this, if the word 'twenty' is pronounced as “tu,” then 21
and 22 would be “tu-ka” and “tu-kaba” and so on. The test begins some practice
questions before moving onto the real questions. This is quite a difficult section that
will test your memory and speed of learning. MLAT study access includes tape-based
examples that mimic the test and will prep you to get high scores in this section.

Section 2 is titled Phonetic Script, and requires learners to differentiate

between words that look and sound quite similar, e.g. “bot” and “but.” The voice
begins by familiarizing the examiner with the phonetic symbols associated with each
sound. In the test proper, the examinee has to write down the phonetic symbol for the
sound he or she hears from the examiner.

The third section called Spelling Clues is a time-pressured exercise. English

words are presented in written form to the examiner, all of which are spelled
incorrectly --- they are spelled according to how they sound. The task of the examiner
is to select the meaning of the misspelled word for a list of choices.

Part 4 Words in Sentences requires a bit of inductive reasoning. In this part,

examinees must carefully analyze sentences in order to surface the syntax it follows.
Afterwards, examiners must be able to apply these syntax rules into new sentences by
way of analogy.
The last part, Paired Associates is a memory test. Examiners are given two
minutes to memorize a set of 24 “foreign” words and their meaning in English.

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Afterwards they have to answer multiple choice questions related to the meaning of
the words included in the list.

2. Proficiency Test

A proficiency test measures a learner's level of language. It can be compared

with an achievement test, which evaluates a learner's understanding of specific
material, a diagnostic test, which identify areas to work on, and a prognostic test,
which tries to predict a learner's ability to complete a course or take an exam.
Proficiency tests are uncommon within the classroom but very frequent as the end
aim (and motivation) of language learning.3 A proficiency test is not limited to any
one course, curriculum, or single skill in the language; rather, it tests overall ability.
Proficiency tests have traditionally consisted of standardized multiple-choice items on
grammar, vocabulary, reading comprehension, and aural comprehension.

Proficiency tests are almost always summative and norm-referenced. They

provide result in the form of a single score (or at best two or three sub scores, one of
each section of a test), which is a sufficient result for the gate-keeping role they play
of accepting or denying someone passage into the next stage of a journey.

(Glenn Furcher, 2007) A carefully constructed writing proficiency test with

detailed score reporting is not only of great use for large-scale proficiency assessment
of writing and for the program evaluation application of evaluating change in writing.
It also offers the potential for providing information that can be used in language
instruction programs for making fine-grained initial placements or needs diagnosis. A
writer whose score information suggests she is weak on syntactic structure but strong
in vocabulary might be placed in a grammar class as well as at the appropriate level
of the writing course sequence; another writer, whose score information suggests he

3
https://www.teachingenglish.org.uk/article/proficiency-test

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has strong grammatical skills but has little of substance to say may be placed into a
reading course in addition to the appropriate level of the writing course sequence.
However, to be able to do this, more than a single score is needed.

The typical examples of a standardized proficiency test is TOEFL and IELTS.

A key issue in testing proficiency is how the construct of language ability are
specified. The tasks that test-takers are required to perform must be legitimate
samples of English language use in a defined context.

3. Placement Test

Certain ability tests can act in the role of placement test, goals places students in a
certain level or part of the current language curriculum or school. Placement tests
usually, but not always, include sampling material to be covered in various courses in
the curriculum, The student Test performance must indicate the point where students
will find a partner not too easy or too difficult but quite challenging.4

The English as a Second Language Placement Test (ESLP1) at San

Francisco State University has three parts:

1. students read a short article and then write a summary essay, The test serves
as a test for reading comprehension and writing test (summary).
2. students write a composition in response to an article. requires students to
express an opinion and to support it,
3. Multiple-Choices, Correcting draft essays is an academic skill.

Placement tests come in many variations: assess understanding and production,

respond through written and oral performance, be open and limited responses,
selection (multiple choice) depends on the nature of the program and its needs. Some
programs just use the existing standards skills tests because of their clear advantages

4
Brown(2004)

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in terms of practicality-cost, speed in efficient assessment and reporting of results.
Others prefer available performance data able in a more open written or oral
production. The final destination of placement test, of course, to place students
correctly into course or level.

4. Diagnostic Test

Diagnostic tests are designed to diagnose certain aspects of a language. Tests in

pronunciation, for example, can diagnose phonological features of English which is
difficult for students and therefore must be part of the curriculum. Usually, the test
offers a list of features for administrators (often teacher) to be used in determining
difficulties. The diagnosis of writing will produce writing a sample of students that
will allow the teacher to identify them where the course is needed to focus special
attention. Diagnostic and placement tests, as we have stated, may occur cannot be
distinguished from each other. The ESLPT State of San Francisco serves two
purposes. Any placement test that offers information is more than just pointing a
Course level can also serve diagnostic purposes.5

There is also a fine line of difference between diagnostic and general tests
achievement test. Achievement tests analyze the extent to which students have
acquired language features that have been taught; diagnostic test must get information
about what students need to do in the future. Because of this, diagnostic tests will
usually offer more detailed subcategory information on student. In curriculum that
have phase forms of focus, for example, diagnostic tests might offer information
about the acquisition of verb tenses, auxliaries, definite articles, relative clauses, and
the like.

A typical diagnostic test of oral production is made by Clifford Prator (1972) to

accompany the English pronunciation manual. Test takers are directed to read the ISO

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Brown(2004)

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words section while they are recorded. Test administrators then refers to. an inventory
of phonological items to analyze student production.

After listening several times, the administrator generates an error checklist in five
sessions categories, each of which has several subcategories. Main categories include:

1. stress and rhythm,

2. intonation,

3. vocals,

4. consonants, and other factor

This infomlation can help teachers make decisions about awects of English
phonology on which to focus.

5. Achievement Test

Achievement test is most probably the very important area of appraisal for a
guidance programme for the benefit of the individual. Scores on achievement test are
excellent means for evaluating educational (academic) attainments and for the
individual in the concerned area of the subject covered by the test. It involves a
determination of how quickly, how accurately and at what level an individual can
perform the tasks taken to represent accomplishment.6

Achievement test measures present proficiency, mastery and understanding of

general and specific areas of knowledge. Achievement tests attempt to measure what
and how individual has learnt, viz. his present standard of performance. Scores of
achievement test indicate the academic status of the individual learner in different
subjects as a whole or individually.

6
http://www.yourarticlelibrary.com/education/guidance-techniques/achievement-test-meaning-
and-types-explained/63684

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 Achievement tests range from five- or ten-minute quizzes to three-hour final
examinations, with an almost infinite variety of item types and formats, Here is the
outline for a midterm examination offered at the high-intermediate level of an
intensive English program in the United States. The course focus is on academic
reading and writing; the structure of the course and its objectives may be implied
from the sections of the test.

Midterm examination outline, high-intermediate

Section A. Vocabulary
Part 1 (5 items): match words and definitions
Part 2 (5 items): use the word in a sentence
Section B. Grammar
(10 sentences): error detection (underline or circle the error)
Section C. Reading comprehension
{2 one-paragraph passages}: four short-answer items for each
Section D. Writing
respond to a two-paragraph article on Native American culture7

7
Brown(2004)

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 CHAPTER III
CLOSING

Conclussion
The test is a way or procedure in measurement and assessment in the field of
education, which regulates tasks or assignments in the form of questions or
commands so as to produce a value that symbolizes behavior or achievement. Each
type of test has different uses and results to determine distant student development.
So, the test is a tool used in assessing and evaluating abilities by measuring the
abilities that are mastered by students

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References

Brown, H. D. (2004). Language Assesment Principles and Classroom Practices. New York:
Longman.

Glenn Furcher, F. D. (2007). Language Testing and Assesment. New York: Routledge.

https://www.mlatstudy.com/about-the-mlat

https://www.teachingenglish.org.uk/article/proficiency-test

http://www.yourarticlelibrary.com/education/guidance-techniques/achievement-test-
meaning-and-types-explained/63684

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