Introduction to the Attitude Test CD-ROM

Welcome to the Attitude Tests!

This introduction is in two parts. Part one focuses on what you can find in the Test Disk package. Part two gives
information about the Attitude approach to testing and guidance on how to apply the tests.

Contents
The Attitude Test Disk Package contains the following:

 A Placement Test for placing students at an appropriate level of the Attitude series
 Attainment Tests for measuring students’ progress, as they study with Attitude.
 Audio CDs with the listening passages for the listening comprehension sections of the tests.

The Placement Test uses a multiple choice format to assess students’ command of the main grammatical
structures found within the Attitude series. Use this test, together with your institution’s own procedures for
assessing written and oral fluency, to provide a basis for placing a new student within the program. The answer
key provides full instructions on how to interpret students’ scores on this easy-to-administer test.

Attainment Tests are found organized by level and unit. Each level features a test for each of the twelve units,
four tests corresponding to each block of three units, tests covering the first half and the second half of the level,
and a test covering the whole level. In addition, each level includes a section of optional test questions that may
be used for assessing students’ speaking and writing skills.

The listening passages on the Audio CDs are clearly identified by their track number. The material for levels one,
two, and three appears on the first disk; the material for levels four and five appears on the second disk.

Document Format
The tests are available in two different document formats. The print-ready Adobe™ PDF format ensures the tests
cannot be altered or erased in error and will print well under most conditions. Use this format when you do not
want to make changes or additions to the tests. The Microsoft Word™ format makes it easy for you to edit and/or
combine the tests and optional sections to produce customized tests to fit your particular evaluation needs. Use
this format when you wish to make changes. Store the customized tests you produce in a location on your hard
drive, or on removable storage media.

Types of Test
Unit Tests
There are 12 tests, one for each unit of the Student’s Book. These tests are designed to be completed in 10 to
15 minutes. Each test is worth a total of 20 points. Each test includes one section each testing grammar,
vocabulary and functions. Even units feature a listening comprehension section, and odd units feature a reading
section.

Three-Unit Tests

Page 1 of 5
 Introduction to the Attitude Test CD-ROM
There are four tests that cover the following units: Units 1 to 3, Units 4 to 6, Units 7 to 9, and Units 10 to 12.
These tests are designed to be completed in 45 to 50 minutes. Each test is worth a total of 40 points. Each test
includes two sections each for grammar, vocabulary and functions, one section for reading, and one for listening
comprehension.

Six- and Twelve-Unit Tests

There is a test covering Units 1 to 6, a test covering Units 7 to 12 and a test covering Units 1 to 12. These tests
are designed to be completed in 50 to 60 minutes. Each test is worth a total of 65 points. Each test includes
three sections each for grammar, vocabulary and functions, and two sections each for reading and listening
comprehension.

Optional Speaking and Writing Test Questions

Optional questions to help evaluate students’ speaking and writing skills are provided for all of the tests. We
suggest you read the notes on testing speaking and writing in the next part of the introduction before using these
questions. The sections are provided in Microsoft Word format to facilitate their addition to the above tests when
required.

Page 2 of 5
 Introduction to the Attitude Test CD-ROM
The Attitude Approach to Testing

The attainment testing materials are designed to test students communicatively and in context. Questions are
organized into blocks, each with five elements that focus on a particular skill area: vocabulary, reading, listening,
grammar, or functions. The elements in a block all relate to a single, clearly-established communicative context,
and have been derived directly from the content of the Student’s Book and the Workbook. The tests are intended
to provide students with an opportunity to demonstrate their ability to use the language they have been studying to
communicate effectively.

Vocabulary
These sections test students’ familiarity with the vocabulary introduced in the units (see the Contents pages in the
Student’s Book or Teacher’s Edition).

Reading comprehension
Here students read a text and answer questions about the content. The formats most commonly used are:
multiple-choice, short answer, matching, and true or false.

Listening comprehension
Here students listen to a text and answer questions about the content. The formats most commonly used are:
multiple-choice, short answer, and true or false.

Grammar
These sections test students’ ability to use the grammar presented in the units. (See the Contents pages in the
Student’s Book or Teacher’s Edition.) They use exam formats that have been presented in the exercises in the
Student’s Book or Workbook.

Functions
These sections test students’ knowledge of the functions found in the units. (See the Speaking / Writing columns
of the Contents pages in the Student’s Book or Teacher’s Edition.) Several different formats are used; some
require a student to complete a conversation (often with cued answers), put a conversation in order, match
questions and responses, or complete texts with words or phrases presented in a box.

Writing
Two formats for testing writing are provided for you to choose from. In one, students are presented with a
contextualized writing topic (usually a conversation) that is similar to a task that was presented in the unit. You
can grade these sections in many ways: for communication (ignoring grammar errors) or more traditionally for
grammar and vocabulary errors. You can even give partial credit if the answer is understandable, but contains
grammatical errors. Model answers are provided, but questions are often considerably open, and a wide range of
different, logical answers would be acceptable.

Page 3 of 5
 Introduction to the Attitude Test CD-ROM
The second section is more traditional. Students are asked to write a text based on a theme presented in the unit.
Many different formats are used and all reflect skills practiced in the textbook. Again you can grade the student’s
production in many ways depending on your course goals. You can concentrate on grammar and vocabulary use,
the student’s ability to communicate his/her ideas or on rhetoric if taught in the unit.

Page 4 of 5
 Introduction to the Attitude Test CD-ROM

Speaking
Two oral testing formats are provided for you to choose from. One is a role-play between two students and the
other can be done by one student alone. In either case, students can be given the topic before the test to allow
time for preparation, or the topic can be revealed at the moment of taking the test, precluding prior preparation.
Grading Speaking
The easiest way to grade an oral exam is by using a point scale. Many scales are available, but a five-point scale
is common. In all cases, the criteria mentioned should be interpreted in relation to the student’s language level.
Here is an example of a five-point scale which can be adapted for your needs:

Points
There is little or no language produced due to errors in
grammar, pronunciation or vocabulary use. Student does not 1
communicate ideas.
Student hesitates and produces short responses which are
difficult to understand due to poor vocabulary, serious
2
mistakes in grammar or poor pronunciation. Little
communication.
Student can communicate ideas, but briefly, and there is
hesitation. There are vocabulary and grammar mistakes in 3
structures practiced in class. Pronunciation is adequate.
Communication is effective, but there is little elaboration on
answers. Vocabulary is good, but there are occasional
4
errors in the grammar practiced in class. Pronunciation is
good.
Student communicates above the average level of the class
and elaborates on responses. There is a wide vocabulary,
5
very few errors in the grammar that was practiced in class,
and very good pronunciation.

Page 5 of 5