The difference between test and testing can be summarized by the by pptfiles



Miss. Mona AL-Kahtani
                        Do you think
                        teachers trust test
                        results?? Why?

                        Check the activity sheet

Miss. Mona AL-Kahtani
    Many language teachers mistrust tests because
    many language tests are of a poor quality. They
    may also have a harmful effect on teaching and
    learning. Moreover, it has been suggested that
    most tests fail to measure accurately whatever it
    is they are intended to measure. *

   A large number of examinations in the past have
    encouraged a tendency to separate testing from
    teaching too. Both testing and teaching are so
    closely interrelated that it is virtually impossible
    to work in either field without being constantly
    concerned with the other.

                   Miss. Mona AL-Kahtani
Miss. Mona AL-Kahtani
 To evaluate the students’ performance
 To enable teachers to increase their
  effectiveness by adjusting their teaching to
  benefit more students.
 To help teacher to evaluate the effectiveness
  of the syllabus as well as the methods and
  materials s/he is using.
 To motivate students and help them to show
  their abilities in performing certain tasks in
  the language.

               Miss. Mona AL-Kahtani
 Thedifference between test and testing
 can be summarized by the difference
 between what/why and how.

 Testshave been divided according to WHAT
 is being tested and WHY (aim) of the test,
 whereas testing is more concerned with
 HOW to construct the test.

             Miss. Mona AL-Kahtani
Miss. Mona AL-Kahtani
Miss. Mona AL-Kahtani
    Proficiency tests are designed to test
    people’s abilities in a language despite of
    any training they might have had before.

 As   a result, it is not based on any content
    or curriculum.

 It  is based on specifications of what
    candidates have to be able to do with the
    language in order to be considered
                Miss. Mona AL-Kahtani
 This   test is related to language course.

 Thepurpose of this exam is to measure how
 successful the students or even the course in
 achieving its objectives.

 Thereare two kinds : Final achievement and
 progress achievement. (It is the same as final
 and mid term exams)

                 Miss. Mona AL-Kahtani
      Achievement exam is administered at
 Final
 the end of the course. It is written by
 ministries of education, official examining
 boards or sometimes the teachers

 Thecontent must be related to the courses
 the students have taken.

             Miss. Mona AL-Kahtani
   When we based the exam directly on a detailed
    course syllabus or books used, it is referred to as
    “Syllabus- content approach”.**

   Consequently, we need to base or test on the
    objective of the course. This has many
    advantages. For example, it forces the course
    designer to be explicit about their objective.
    Secondly, it makes it easier to measure how far
    the students have achieved those objectives.

   However, some people believe that this might be
    unfair for the students because they might
    encounter materials they are not prepared for

                  Miss. Mona AL-Kahtani
 Progressachievement test are test used to
 measure the progress the students are
 making throughout the course. They will be
 based on the objective of the course.

 Wecan do this by establishing a series of
 well-defined short term objectives which
 have a clear progression toward the final
 achievement test.

              Miss. Mona AL-Kahtani
 Diagnostic tests are used to identify the
  students’ strengths and weakness. They are
  used to ascertain what further teaching is
 These tests are not easy to construct coz of
  the wide samples we need to choose to make
  sure the students did not choose the correct
  answer by chance.
 Unfortunately, there are few diagnostic tests
  although they can useful especially for
  individualized tests or self-instruction tests.

               Miss. Mona AL-Kahtani
   It is intended to provide information which will
    help to place students at the stage (or the part
    of the teaching program most appropriate to
    their abilities.

   Typically they are used to assign students to
    classes at different levels.

   Usually, placement tests can be bought but the
    institution needs to make sure the test is
    suitable for its particular program. They depend
    on the identification of the key features at
    different levels of teaching in the institution.
                  Miss. Mona AL-Kahtani
Miss. Mona AL-Kahtani
 Directtesting requires the students to
 perform precisely the skill we wish to
 measure. (for example, if we want to test
 writing, let them write...if you want to know
 how well they pronounce a language, let
 them speak.

 Usuallyused with productive skills such as
 writing and speaking.

              Miss. Mona AL-Kahtani
   Indirect testing measures abilities which underlie
    the skills in which we are interested.

   For example, the TOEFL exam, there is a part in the
    writing section where you should identify which of
    the underlined elements is inappropriate in formal

   Or when some instructors want to test the
    pronunciation ability by asking the students to
    identify pairs of words that rhyme with each other.
   However, we can test a limited number of skills this

   The main problem is that the relationship between
    the performance on these tests and the performance
    of the skill itself is weak and uncertain.

                   Miss. Mona AL-Kahtani
 Discrete testing means testing of one
  element at a time, item by items.
 For example, testing particular grammatical

  Integrative testing means requires the
  students to combine many language
  elements in the completion of a task.
 For example, writing a composition, making
  notes while listening to a lecture.

              Miss. Mona AL-Kahtani
 Thedifference here is between methods of

 Objectivetesting is when there is no
 judgment required on the part of the scorer.
 For example, multiple choice test.

 Subjectivetest on the other hand, calls for a
 judgment on the part of the scorer. For
 example, composition writing, or short
 answer questions.
               Miss. Mona AL-Kahtani
 Norm-referenced  testing relates the
 candidate’s performance to that of other

             Miss. Mona AL-Kahtani
 Criterion-referenced    testing classifies
     people according to whether or not they are
     able to perform some tasks in a satisfactory

 They    have two advantages;
a.    They set meaningful standards to what
      people can do.
b.    They motivate students to attain those

                 Miss. Mona AL-Kahtani

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