COMMUNICATIVE

LANGUAGE TESTING
WEEK 14
Adil a Fazl een Binti Che manan
Phan, S. (n.d.). Communicative Language Testing. Retrieved Oktober 29, 2014, from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200820TWPspring08/6_1_02Phan.pdf

Principles Bailey 1998
Start from somewhere
Test writers should know what they want to test
Establish scales and criteria in assessment procedures to measure exactly
the stated features of test performance

Concentration on the content
Not only the topics but also the task (authentic task)
The content should be appropriate (age, proficiency level, interest,
goal/needs)
Construct a test based on testee's relevance needs
Phan, S. (n.d.). Communicative Language Testing. Retrieved Oktober 29, 2014, from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200820TWPspring08/6_1_02Phan.pdf

Bias for best
The test can exploit test takers performance at their best.
The test able to challenge the good student but the weaker student will not
be overwhelmed.

Working on washback
Create a clear scoring criteria that will be provided to both teacher and
tests takers.
To promote positive washback course objective and test content should be
take into consideration.
Wesche (1983) Good way to formulate objective
Katsumasa (1997) Principles in the context of communicative language testing
Phan, S. (n.d.). Communicative Language Testing. Retrieved Oktober 29, 2014, from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200820TWPspring08/6_1_02Phan.pdf

Characteristics
Brown (2005) 5 requirement for setting up a communicative test

Meaningful communication meet their personal need

Authentic situation to ensure the pupils have meaningful communication as
they can relate with their daily life

Unpredictable language input

Creative language output

Integrated language skills


Phan, S. (n.d.). Communicative Language Testing. Retrieved Oktober 29, 2014, from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200820TWPspring08/6_1_02Phan.pdf

Tasks in communicative language
assessment
Performance assessment and task-based assessment are two
appropriate ways of designing communicative tests.
Task 1: comparing environmental organizations
Task 2: Expressing views on the environment and pollution
Task 3: Product packaging ranks
Task 4 : Organize advertisements

All the test related to the theme in ESL classroom
Ample opportunities to assess students performance (include four
skills)
Evaluate students based on their quality of work
Phan, S. (n.d.). Communicative Language Testing. Retrieved Oktober 29, 2014, from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200820TWPspring08/6_1_02Phan.pdf

Factors that impact Test Score
Test method (Bachman 1990)
Testing environment
Test rubrics
Nature of input
Nature of expected response
Relationship between the input and the response (reciprocal, nonreciprocal or
adaptive relation)
Random factor

Personal attributes
Individual cognitive style, knowledge
Group sex, race, ethnic
Phan, S. (n.d.). Communicative Language Testing. Retrieved Oktober 29, 2014, from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200820TWPspring08/6_1_02Phan.pdf

Challenges in Communicative
testing
Studies have proved that test designers have tried to make real-
world tasks but encountered difficulties from the varied or diverse
nature context.

Phan, S. (n.d.). Communicative Language Testing. Retrieved Oktober 29, 2014, from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200820TWPspring08/6_1_02Phan.pdf

Conclusion
Communicative testing help teachers to measure learners language ability
more accurately
Helps learners become familiar with the kind of testing that they may
encounter when they take international tests
Changes from traditional test (focus on grammar)
Phan, S. (n.d.). Communicative Language Testing. Retrieved Oktober 29, 2014, from http://www.hpu.edu/CHSS/LangLing/TESOL/ProfessionalDevelopment/200820TWPspring08/6_1_02Phan.pdf