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 Content of This Discussion

Here’s what you’ll find in this Discussion:

1. What is “approaches in language testing” ?

2. The relation between language teaching method and testing method.

3. Explanation of each approach.\
4. The weakness and strenght of each approach.
5. The conclusion.
 A way of Technique and
dealing with procedure to
something assess and
measure

Approaches in language testing used to determine

a student's knowledge or ability in the language and
to evaluate their (teacher and student) performance
during and at the end of the course..

a pp ro aches in
-What is ge testing?
langua
 The relation between
English teaching method
and language testing

The way teacher teaches the

student will affect the
language testing teacher use.
Whoa! Language tests can be roughly
classified into four main approaches
:

1. The essay-translation approach

2. The Psychometric-structuralist approach
3. The integrative approach
4. The communicative approach
 1. Essay-Translation Approach
(is also called pre-scientific/ intuitive tests)
psychology
faculty

Teaching-
method Intuitive
Grammar Testing
Translation

linguistic
Traditional
 Essay-Translation Approach
Background and characteristics
Characteristic
 It is referred to pre-scientific stage of
language testing.
Background  No special skill or expertise in testing
• No requirement for testing skills was is required.
required  Tests usually consist of essay writing,
• Tests relied on subjective/intuitive translation and grammatical analysis.
judgment of teacher  The test also heavy in literary and
• Teacher were untrained in testing cultural bias.
 Public examinations resulting from the
test sometimes have oral component at
the upper intermediate and advance
level.
 2. Psychometric-structuralist Approach
(is also called Discrete-point tests)
psychology
Behaviorism

Teaching-
method Discrete-point
Audio-lingualism tests

linguistic
Structuralism
 Discrete-point tests
Background and characteristics
Charateristics
Background • Language abilities are tested through
subtests.
• Application of psychometric • DP tests should be highly reliable and
principles is dominant. objective.
• Teachers are required to be trained • DP tests are mostly :
in linguistics and measurement -in multiple-choice format
principles. -appropriate for diagnostic purposes
• Development of objective items is -quantifiable in terms of result
advocated. - decontextualized
 3. Integrative Approach

psychology
Cognitive

Teaching-
method Integrative
Cognitive- testing
oriented

linguistic
Generative
 Integrative Approach
Background and characteristics
Characteristic
Background • Integrative tests assess language in meaningful
• contextualized contexts 
• John W. Oller is the originator  • provide real-life situations in tests
• It integrates linguistic & extra- • integrate linguistic & extra-linguistic aspects 
linguistic aspects • Adopts a holistic / global view of language and
• It is rooted in cognitivism & testing 
generativism  • Measure several levels & components
• It regards language ability simultaneously 
• Are concerned for communicative effect of
indivisible  discourse 
• It tends to test language skills • Assess the ability to use 1 or 2 skills
integratively simultaneously 
• Are in the forms of : Cloze passages, dictation,
Oral interview, Translation, Essay writing
 4. Communicative approach

psychology
Contructivism

Teaching-
method Communicative
Functional- testing
communicative

linguistic
Functinalism
 Communicative approach
Background and characteristics
Characteristic
Background • Measure language ability in meaningful,
• are rooted in Social constructivism & communicative context 
• Are concerned with real life ,communicative use of
Functional view of language 
language 
• Focus on social interaction & transaction  • Focus on tapping language use rather than language
• Emerged after functional-notional approach usage
to TEFL  • Adopt the Divisibility Hypothesis by • obtaining
• Tend to assess communicative competence : Learner’s language proficiency profiles • Matching
-Grammatical Competence (linguistic aspects) and tailoring instruction with the learner’s needs
• be culturally loaded
-Textual Competence (cohesion & coherence)
• use authentic language in tests
-Illocutionary Competence (functional use of • Show a Preference for qualitative (rather than
language) quantitative) modes of assessment
-Sociolinguistic Competence (extra-linguistic • To be in the forms of : • Oral interview • Essay
aspects) writing • Comprehension questions on an authentic
passage • Reading an article and reacting to it •
Listening to a lecture & reacting to it.
 Strength and
weakness
Each approach has
it s own stage and pu
rpose.
 Intuitive testing
1. Easy to follow using
subjective judgement
1. subjective judgment
2. maybe use for any tends to be biased
level of examinees
2. heavy literary and
3. model can be easily cultural bias
modified based on the
essentials of the tests
 Discrete-point tests

1. In testing students’
capability, this approach may 1. It tends to be a
objectively and surely be used complicated job for
by testers. teachers to prepare
questionnaires using this
2. Many forms of tests can approach.
be covered in the test in a
short time.
2. This approach considers
3. Using this approach in testing
measuring non-integrated
will help students find their skills.
strengths and weaknesses in
every skill they study.
 Integrative tests

1. The approach to meaning and the total

communicative effect of discourse will be very
useful for students in testing.
2. This approach can view students’ proficiency Even if many think that
with a global view. measuring integrated skills is
3. A model cloze test used in this approach better, sometimes there is a
measures the reader’s ability to decode need to consider the importance
“interrupted” or “mutilated” messages by making
of measuring skills based on
the most acceptable substitutions from all the
contextual clues available.
students’ need, such as writing
4. Dictation, another type using this approach, was only, speaking only, etc.
regarded solely as a means of measuring students’
skills of listening comprehension.
 Communicative tests

1. Communicative tests are able to measure all 1. Unlike the structuralist

integrated skills of the students. approach, this approach does not
2. The tests using this approach face students in real emphasize learning structural
life so it will be very useful for them.
3. Because a communicative test can measure all
grammar, yet it may be difficult
language skills, it can help students in getting the to achieve communicative
score. Consider students who have a poor ability in competence without a
using spoken language but may score quite highly on considerable mastery of the
tests of reading. grammar of a language.
4. Detailed statements of each performance level 2. It is possible for cultural bias to
serve to increase the reliability of the scoring by affect the reliability of the tests
enabling the examiner to make decisions according
to carefully drawn-up and well- established criteria.
being administered.
.
 conclusion
There are various
testing or assessm
starting from ent approaches,
essay-translation
prescientific testin approach or
g stage, psychom
approach, integrati etric-structuralist
ve approach, and
approach. These a communicative
pproaches develop
and in accordance chronologically,
with the developm
teaching methods. ent of language
 Do you
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