Language Testing Course

Nguyen Nhu Hoa

 Aims

The aims of this course are to provide participants

with
• the fundamental considerations that must be
addressed in language testing
• an overview of the major characteristics and
purposes of different types of English tests.
• criteria for test construction and provide practice
in constructing test items.
• ways of testing the four macro skills:
Listening/Speaking/Reading/Writing
 Objectives
By the end of this module students will be able to
• demonstrate an awareness of the fundamental
considerations that must be addressed in language
testing;
• demonstrate an understanding of assessment types and
fundamental concerns in the appropriate use of
language tests in their own teaching situation(s).
• differentiate various kinds of tests: diagnostic, aptitude,
achievement and proficiency testing.
• demonstrate an awareness of the roles of assessment
• demonstrate an awareness of the roles of formative and
summative assessment
• construct tests appropriate with their teaching
situation(s).
 Course content
– Measurement terms
– Purposes of language tests
– Kinds of tests and testing
– Qualities of a good test
– Planning the test/ stages of test
construction
– Types of test items
– Factors that affect test scores/ test bias
– Test washback
– Testing the four macro skills
 Assessment
• Attendance and participation in class: 10%
• A min-test of basic concepts in language testing: 30%
• An assignment (pair work or group work of three students)
– A relevant literature review with a topic concerning English
testing issues (2000 words): (20% of grade points), and
– Designing an English test of a specific macro skill (60 - 90
minutes) or evaluating a test you or your colleague have used for
students (40% of grade points).
– *The relevant literature review forms the first part of the
assignment and the proposed test forms the second part of the
assignment. This assignment is to be submitted six weeks after
the course.
• In writing your assignments, you should follow the APA style. Please
note that all work is to be submitted with a signed ‘Statement of
Authorship’ in which you state that the work you are submitting is
your own.
 Course structure
The course is delivered in 9 daily sessions comprising lectures, discussions
and workshops. Below is the schedule:
1. Course overview + Topic 1: Purposes of language tests Hughes (2003,
Chapter 1);Tomlison (2005, pp. 39-46); McNamara (2000, Chapter 1);
Bachman (1994, p. 54-70)
• 2: Measurement terms: Bachman (1990, Chapter 2: 18-53); McNamara
(2000, Chapter 6: 55-65)
• Topic 3: Kinds of tests and testing: Hughes (2003, Chapter 3); McNamara
(2000, Chapter 1)
• Topic 4: Qualities of a good Test: Hughes (2003, Chapter 4); McNamara
(2000, Chapter 6); Bachman and Palmer (Chapter 2)
• Topic 5: Stages of test construction/ Test specification: Hughes (2003,
Chapter 7); McNamara (2000, Chapter 3: 23-33)
• Topic 6: Writing items and tasks/Types of test items/ Evaluating test
items: Hughes (2003, Chapter 8); Brown and Hudson (2002, pp. 56-86);
Weir (2004, pp. 119 – 205)
• Topic 7: Factors that affect test scores/ test bias: Bachman (1990, pp.
163 – 165, 271-279)
• Topic 8: *Testing the four macro skills Hughes (2003, selected from
chapters 9 to 13); Madsen (1983); Heaton (1988)
• Topic 9: - Test washback - Consultations by appointment; Hughes
(2003, Chapter 6); Chang, Watanabe & Curtis (2004, Chapter 1)