ERIC Number: ED027540
Record Type: RIE
Publication Date: 1969-Mar
Reference Count: 0
Basic Factors in the Choice, Composition and Adaption of Second Language Tests.
Generally speaking, the main purposes of second language tests are survey; didactic, psychological or sociological research; and evaluation, the latter being the concern of this paper. Evaluation tests measure the knowledge the learner has of the second or foreign languages, and may be subdivided into the following categories: (1) aptitude tests, which assess a person's capacity to learn another language; (2) diagnosis tests, which are either "inventory," and attempt to make a complete list of what the student knows in the various areas of the spoken and written language, or "error," which seek to identify and explain specific student mistakes; (3) classification tests, which divide students up into various levels of language competence for the purpose of forming homogeneous classes; (4) prediction tests, which are used to predict the student's handling of the second or foreign language in specific social and work situations where the second or foreign language is the only language used; and (5) progress tests, which try to measure the student's progress in a given program. Once the purpose of the test has been determined, the following stages fall into place--level, type, selection, form, gradation, order, number of items, administration of test, correction, and validation. These points are discussed in turn and are followed by a listing of recent writings on testing in second languages. (AMM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Classification Tests
Note: Paper given at the third annual TESOL Convention, Chicago, Illinois, March 5-8, 1969.