Task 1 B. Language Testing and Evaluation I .

Principles Of Language Testing And Evaluation THE PRINCIPLES OF LANGUAGE TESTING A test is a tool used by a teacher to measure a students ability or knowledge in a given domain. Tests under examination conditions with invigilators are called formal test. However, formal tests are not the only kinds of test. Informal tests goes on all the time. Teachers makes observations and assess students performances in speaking, listening, reading and writing through out the lesson. Brown (2004:30) clarifies that the five principles of language testing including validity, reliability, practically, washback and authenticity provide useful guide for evaluating an existing test procedure. 1. VALIDITY Validity is the most important principle. A test is said to be valid if it really measure what it supposed to measure. ( Kelly,1927:14; Henning, 1987:89). The extent to which the assessment requires students to perform tasks that were included in the previous classroom lessons. Validity can be simply defined : A test is valid if it measure what we intend to measure. Thus for example, if our test is intended to measure writing ability in English language, and the score systematically higher or lower due to their writing ability, then the test is valid.

There are many different of validity. The table below shows the main types of validity and their brief explanations.

the extent to which a test seems valid by test takers or Face validity untrained observers or the test looks as though it measures what it is supposed to measure.
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the extent to which the content of a test can be said to be sufficiently representative and comprehensive of the Content Validity purpose for which it has been designed or the test assesses the course content and outcomes using formats familiar to the students.

the extent to which evidence can be found to support the underlying theoretical construct on which the test is Construct Validity based or refers to the overall construct or trait being measured or the "fit" between the underlying theories and methodology of language learning and the type of assessment.

The extent to which the objectives of the test have been Criterionrelated validity measured or assessed. In other words, the test is valid if the objectives taught are the objectives tested and the items are actually testing this objectives.

Consequential validity

The effect of test score on test takers and on subsequent teaching.

Concurrent validity

the extent to which test takers' scores on one test relate to those on another externally recognised test or measure

Response Validity

the extent to which test takers respond in the way expected by the test developers

2. REABILITY

Reliability refers to the consistency of test scores. It simply means that a test would give similar results if it were given at another time. This means that a test would always rank-order a group of test takers in nearly the same way. The more reliable a test, the less random error it contains. A test which contains systematic error, e.g bias against a certain group, may be reliable but not valid.

The important of reliability in a language test is noted by Harris (1969:14) who argues that in terms of the stability of test scores, if the test does not measure consistency, it cannot measure anything well.

According to Mousavi (2002:804), there are 4 types of reliability involved in a language test : i. Student-related reliability Changes within the learners like additional learning or forgetting and influence such as fatigue, sickness, anxiety, emotional problems may cause the learners score to deviate from the score that reflects his or her actual ability. ii. Rater reliability - Human error, subjectivity, and bias may enter into the scoring process and affect the reliability of the tests result. iii. Test administration reliability - deals with the conditions in which the test is administered such as street noise outside the building , bad equipment , room temperature, the conditions of chairs and tables, photocopying variation. iv. Test reliability test format and content of the questions and time given for test takers may affect test reliability.
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Three important factors effect test reliability. Test factors such as the formats and content of the questions and the length of the exam must be consistent. For example, testing research shows that longer exams produce more reliable results than very brief quizzes. Administrative factors are also important for reliability. These include the classroom setting (lighting, seating arrangements, acoustics, lack of intrusive noise etc.) and how the teacher manages the exam administration. Affective factors in the response of individual students can also affect reliability. Test anxiety can be allayed by coaching students in good test-taking strategies.

3. PRACTICALITY Practicality, clarified by Brown (2004:19), denotes that an effective test : Is not excessively expensive Stays within appropriate time constraints Is relatively easy to administer and Has a scoring / evaluation procedure that is specific and time efficient. Classroom teachers are well familiar with practical issues, but they need to think of how practical matters relate to testing. A good classroom test should be "teacher-friendly". A teacher should be able to develop, administer and mark it within the available time and with available resources. Classroom tests are only valuable to students when they are returned promptly and when the feedback from assessment is understood by the student. In this way, students can benefit from the test-taking process. Practical issues include time, resources (everything from computer access, copying facilities, AV equipment to storage space), and administrative logistics.

BIBLIOGRAPHY Nesmalar Chitravelu, Saratha Sitthamparam,The Soo Choon. (2005) ELT Methodology Principles and Practice 2nd EditionOxford Fajar Sdn.Bhd.Shah Alam. Principles of language Assessment . Retrived from www.yesdil.com Principles of language testing. Retrived from http://www.h2g2.com/approved_entry/A1297910