University of Latvia Faculty of Modern Languages English Department Types of Tests Used in English Language. Bachelor Paper
     Anzelika Ozerova Riga 2004 Declaration of academic Integrity I hereby declare that this study is my own and does not contain any unacknowledged material from any source. Signed:
    12 May, 2004
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    Abstract.
    The present paper attempts to investigate various types of tests and their application in the language classroom. The theoretical part deals with the basic data about testing, the comparison of such issues as assessment and valuation, reasons for testing, types of tests, such as diagnostic, progress, achievement, placement and proficiency tests; test formats and ways of testing.
    It relates theory to practice by analyzing two proficiency tests: TOEFL and CFC tests. They are carefully discussed and compared to find any similarities or differences in their structure and design. The conclusions drawn are based on the theory and analyses of the tests. The data obtained indicate that the both tests though being sometimes different in their purpose, design and structure, are constructed according to the universally accepted pattern. Table of Contents Introduction .................................................................................1 Chapter 1 What is test?..............................................................................3 Chapter 2 2.1 Inaccurate tests......................................................................7 2.2 Validity...............................................................................8 2.3 Reliability.............. ............................................................11 Chapter 3 3.1 Diagnostic tests..................................... ...............................13 3.2 Placement tests......................................................................15 3.3 Progress tests..............................................................................17 3.4 Achievement tests..................................................................18 3.5 Proficiency tests....................................................................20 Chapter 4 4.1 Direct and Indirect testing.........................................................22 4.2 Discrete point and integrative testing............................................24 4.3 Criterion-refernced and Norm-referenced testing..............................25 4.4 Objective and Subjective testing..................................................26 4.5 Communicative language testing................................................26 Chapter 5 5.1 Multiple choice tests...............................................................29 5.2 Short answer tests..................................................................32 5.3 The Cloze tests and Gap-filling tests............................................33 5.4 C-Test................................................................................35 5.5 True/false items.....................................................................36 5.6 Dictation..............................................................................36 5.7 Listening Recall.....................................................................38 5.8 Testing Grammar through Error-recognition Items............................38 5.9 Controlled Writing..................................................................39 5.10 Free Writing........................................................................40 5.11 Test Formats Used in Testing Speaking Skills................................41
    Chapter 6 Analysis of the Test of English as a Foreign Language and Cambridge First Certificate test according to test design criteria......................................43 Conclusions..............................................................................55 Theses. .........................................................................................57
    Bibliography...................................................................................59
    Appendix Introduction
    Among all words used in a classroom there is the only word that usually makes the students shudder: "test". There is hardly a person who would claim that s/he favours tests and finds them very motivating. However, tests cannot be avoided completely, for they are inevitable elements of learning process. They are included into curriculum at schools and are to check the students' level of knowledge and what they are able to do; they could be accomplished at the beginning of the study year and at the end of it; the students could be tested after working on new topics and acquiring new vocabulary. Moreover, the students are to face the tests in order to enter any foreign university or reveal the level of their English language skills for themselves. For that purpose they take specially designed tests that are Test of English as a Foreign Language, or TOEFL test (further in the text) and CFC (further in the text), or Cambridge First Certificate. ............