DESIGNING

CLASSROOM
LANGUAGE
TESTING

Group 3

LANGUAGE TESTING
-Izza
-Eka
-Muthia
-Deandra
-Fella
-Sasqia

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 TEST TYPE

Defining your purpose will help you choose the right kind of test, and it will also
help you to focus on the specific objectives of the test.
Below are the test types to be examined:
A. Based on specific purpose
B. Based on response
C. Based on orientation
D. Based on score Interpretation
 A. Based on Specific Purpose

1. Language Aptitude Test

2. Proficiency Test
3. Placement Test
4. Diagnostic Tests
5. Achievement Test
 B. Based on Response

1. Objective Test: is a test which learner ability/performance are measured using

specific set of answer, means there are two only possible answer, right and
wrong.
2. Subjective Test: is a test in which the learner ability/performance are judge by
examiners’ opinion and judgement.
 C. Based on Orientation

1. Direct Competence Tests: that focuses on measuring student knowledge about

language competence, like grammar/vocabulary, which the elicitation uses one of
the basic skills, listening, speaking, reading or writing.
2. Indirect Competence Tests: same as direct, but not uses one of the basic skills. The
elicitation in this test use other ways, such as multiple choice.
3. Direct Performance Tests: that focuses on measuring student’s skills in listening,
speaking, reading and writing that the elicitation is through direct communication.
4. Indirect Performance Tests: that focuses on measuring student’s skills in listening,
speaking, reading and writing that the elicitation doesn’t use basic skills.
D. Based on Score Interpretation

1. Norm-Referenced Test : designed to highlight achievement differences

between and among students to produce a dependable rank order of student
across a continuum of achievement from high to low achievers (Stiggins, 1994)
2. Criterion-Referenced Test : determine what test takers can do and what they
know, not how they compare to others (Anastasi, 1988)
 SOME PRACTICAL STEPS IN
CONSTRUCTING CLASSROOM
TESTS
A. Assessing Clear, Unambiguous Objective.
B. Drawing Up Test Specification.
C. Devising Test Task
D. Designing Multiple-Choice Test Items
 A. Assessing Clear, Unambiguous
Objective.
Before giving a test; examine the objectives for the unit you’re testing. Your first task in
designing a test, then, is to determine appropriate objectives. Example:
– Form-focused objectives (listening and speaking)
Student will recognize and produce tag questions, with the correct grammatical form
and final intonation pattern, in simple social conversation.
– Communication skills (speaking)
Student will state completed actions and events in a social conversation.
– Reading skills (simple essay or story)
Student will recognize irregular past tense of selected verbs in a story or essay.
– Writing skills (simple essay or story)
Student will write a one-paragraph story about a simple event in the past.
 B. Drawing Up Test
Specification
Test specifications will simply comprise
– A broad outline of the test
– What skill you will test
– What the items will look like

This is an example for test specification based on the objective stated above:
“Student will recognize and produce tag questions, with the correct grammatical
form and final intonation pattern, in simple social conversation.”
 C. Devising Test Task

As you devise your test items, consider such factors as

– How students will perceive them (face validity).
– The extent to which authentic language and contexts are present.
– Potential difficult caused by cultural schemata.
 D. Designing Multiple-Choice Test
Items

Part of a Multiple-Choice Items

A multiple-choice question consists of:
– A stem: the text of the question
– Options: the choices provided after the stem
– The key: the correct answer in the list of options
– Distracters: the incorrect answer in the list of options
 SCORING, GRADING AND
GIVING FEEDBACK
A. Scoring
B. Grading
C. Giving feedback
 A. Scoring

As you design a classroom test, you must consider how the test will be scored and
graded. Your scoring plan reflects the relative weight that you place on each
section and items in each section.
Production 30%, listening 30%, reading 20% and writing 20%.
 B. Grading

Grading doesn’t mean just giving “A” for 90-100, and a “B” for 80-89. It’s not that
simple. How you assign letter grades to a test in a product of
1. The country, culture, and context of the English classroom,
2. Institutional expectations (most of them unwritten),
3. Explicit and implicit definitions of grades that you have set forth,
4. The relationship you have established with the class, and
5. Student expectations that have been engendered (cause) in previous test and
quizzes in the class.
 C. Giving Feedback

Feedback should become beneficial wash back. Those are some examples of feedback:
1. A letter grade
2. A total score
3. Four sub scores (speaking, listening, reading, writing)
4. For the listening and reading sections
5. For the oral interview
6. On the essay
7. On all or selected parts of the test, peer checking of results
8. A whole-class discussion of results of the test
9. Individual conferences with each student to review the whole test
 CONCLUSION

There are five kinds of test types: Language aptitude tests, proficiency tests, placement
tests diagnostic tests, and achievement tests.
Every test must be a wonderfully innovative instrument that will garner the accolades
of the colleagues and the admiration of the students.
In the test, we have some practical steps to test construction, they are: assessing clear
and unambiguous objectives, drawing up test specifications, devising test tasks, and
designing multiple- choice test items.
Evaluation can fulfil two functions: assessment and feedback.
Assessment is a matter of measuring what the learners already know. Any assessment
should also provide positive feedback to inform teachers and learners about what is still
not known, thus providing important input to the content and methods of future
works.