DESIGNING CLASSROOM LANGUAGE TESTS
Since the beginning of our learning process, we were asked
to answer tests in order to be promoted to the next level. But at some point we
have never asked ourselves if they are appropriate designed, what is the real
purpose of the test? What are the objectives of it? and what kind of grading or
feedback is expected?. Due to this we as teachers have to pay close attention
when constructed them for our students. Consequently, it is suggested to choose
one test type according to what we want to evaluate.
One of them is called Language aptitude test,
designed to measure capacity or general ability to learn a foreign language
which predicts a person´s success prior to exposure to the second language.
Other is Proficiency test, designed to test global competence in a
language and consisted of standardized multiple choice items on grammar,
vocabulary, reading; sometimes writing and oral production performance.
Placement test, is the third of them, its purpose is to place a student in
a level of a language curriculum. Diagnostic test specified aspects of a
language as the phonological features in a pronunciation test. Finally Achievement
test is the one that we have as a final test ,related to our classroom
lessons, units or a total curriculum.
Knowing
the different types of tests we should take in mind the steps to test
construction.
1. Assessing clear, unambiguous objectives: here you should know the
purpose of the test you are crating and a very important fact, what do you want
to test, they should be according with curriculum objectives, of course, you
cannot possibly test each one of the objectives but choose a possible one in
order to evaluate it.
2 2. Test
specifications: in this criterion, you have to create a practical outline
of your test and which you take into account what skills you test. So the
objectives must be according to the skill that is going to be examined.
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