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Intro to Linguistics
Table of Contents
Unit 14 Overview: Language Policy in Applied Linguistics
14.1 Language teaching and learning
14.2 Language assessment and testing
14.3 Language planning and policy

Language assessment is crucial in measuring language proficiency and guiding learning. From placement tests to proficiency evaluations, these tools help determine language levels, identify strengths and weaknesses, and measure overall ability for academic or professional purposes.

Effective language tests evaluate various components, including pronunciation, vocabulary, grammar, and communication skills. Validity and reliability are key in ensuring tests accurately measure intended abilities and produce consistent results. Ethical considerations, like fairness and confidentiality, are also vital in language testing.

Language Assessment and Testing Fundamentals

Purposes of language assessment

  • Placement testing determines appropriate language level or class for learners (university ESL programs)
  • Diagnostic assessment identifies strengths and weaknesses in specific language areas (grammar, vocabulary)
  • Achievement testing measures progress and mastery of course content (end-of-semester exams)
  • Proficiency evaluation assesses overall language ability for academic or professional purposes (TOEFL, IELTS)

Components of proficiency tests

  • Phonological competence evaluates pronunciation, stress, and intonation patterns (th sound in English)
  • Lexical knowledge assesses vocabulary range and use of collocations and idiomatic expressions (raining cats and dogs)
  • Grammatical accuracy measures correct use of syntax and morphology (subject-verb agreement)
  • Pragmatic competence evaluates sociolinguistic appropriateness and discourse management (formal vs. informal register)
  • Receptive skills assess listening and reading comprehension (understanding lectures, academic texts)
  • Productive skills evaluate speaking fluency, coherence, writing organization, and cohesion (oral presentations, essays)

Validity in assessment tools

  • Content validity ensures test items represent the language skills being measured (reading passages at appropriate level)
  • Construct validity confirms the test measures the intended language abilities (speaking test assesses oral proficiency)
  • Face validity considers how the test appears to test-takers and stakeholders (clear instructions, professional layout)
  • Predictive validity measures how well test scores predict future performance (correlation with academic success)
  • Reliability measures include:
    1. Test-retest reliability: consistency of scores across multiple test administrations
    2. Inter-rater reliability: agreement among different scorers
    3. Internal consistency: coherence of test items measuring the same construct
  • Factors affecting test quality involve item analysis, difficulty index, and discrimination index
  • Standardization procedures encompass pilot testing, norming, and calibration of scores to ensure fairness and comparability

Ethics of language testing

  • Fairness in testing addresses cultural and linguistic bias, provides accommodations for test-takers with disabilities
  • Confidentiality and data protection ensure secure storage of test results and limited access to personal information
  • Informed consent requires transparency about test purpose and use of results, respects right to refuse testing
  • Washback effect considers positive and negative impacts on teaching and learning, influences test preparation practices
  • High-stakes testing concerns include consequences on educational and career opportunities, psychological impact on test-takers
  • Professional standards and codes of ethics guide ethical practices (ILTA Guidelines, ALTE Code of Practice)

Key Terms to Review (18)

CEFR Levels: CEFR levels refer to the Common European Framework of Reference for Languages, which is a standardized system used to measure and describe language proficiency. It categorizes language abilities into six levels, ranging from A1 (beginner) to C2 (proficient), providing a clear framework for assessing and comparing language skills across different languages and contexts.
Portfolio assessment: Portfolio assessment is an evaluative approach that involves the systematic collection and evaluation of a student’s work over time to showcase their learning progress, skills, and competencies. This method emphasizes the importance of ongoing assessment through diverse artifacts, allowing both students and educators to reflect on growth, learning outcomes, and areas needing improvement.
Performance-based assessment: Performance-based assessment is an evaluation method that requires students to demonstrate their knowledge and skills through practical tasks or real-world scenarios rather than traditional testing methods. This approach allows for a more authentic measurement of a student's ability to apply language in context, aligning closely with communicative competencies and functional language use.
Item analysis: Item analysis is a process used in educational assessment to evaluate the quality and effectiveness of individual test items. It involves analyzing student responses to identify which items are functioning well, which ones may be too difficult or too easy, and how each item contributes to the overall reliability and validity of the assessment. This helps educators refine their assessments and improve learning outcomes.
Rubrics: Rubrics are detailed scoring guides used to evaluate student performance based on a set of criteria and standards. They help clarify expectations for both educators and learners by outlining specific objectives that must be met in an assignment or assessment, thus promoting consistency and transparency in grading.
Reading fluency: Reading fluency is the ability to read a text accurately, quickly, and with appropriate expression. It involves not just the speed of reading but also the ability to comprehend what is being read, which is crucial for effective communication and learning. Reading fluency reflects a combination of skills including word recognition, processing speed, and prosody, which all contribute to a reader's overall proficiency and understanding.
Test reliability: Test reliability refers to the consistency and stability of test results over time or across different contexts. It is a crucial aspect of language assessment and testing, as it determines whether a test produces similar outcomes under consistent conditions, which is essential for making valid inferences about a test taker's language ability. High reliability indicates that the test can be trusted to measure what it intends to measure, thus influencing decisions made based on the test scores.
Lyle Bachman: Lyle Bachman is a prominent figure in the field of language assessment and testing, known for his significant contributions to understanding the theory and practice of language evaluation. He emphasized the importance of measuring communicative language ability and developed frameworks for creating valid and reliable language tests. His work has influenced both academic research and practical applications in the realm of language assessment.
Can-do statements: Can-do statements are specific, measurable declarations that describe what learners are able to do with a language at various levels of proficiency. These statements focus on practical skills and real-world tasks, allowing both instructors and learners to gauge progress in language learning. By providing clear benchmarks, can-do statements help shape curriculum and assessments, making them essential in language assessment and testing.
Criterion-referenced testing: Criterion-referenced testing is an assessment method that measures a student's performance against a fixed set of predetermined criteria or learning standards, rather than comparing students to each other. This type of testing focuses on whether the student has achieved specific skills or knowledge, allowing educators to identify strengths and weaknesses in an individual's understanding of the material.
Language Proficiency Scale: A language proficiency scale is a systematic framework used to measure and describe an individual's ability to use a language effectively across various contexts. These scales provide a clear set of criteria that define different levels of language ability, often ranging from beginner to advanced levels, allowing for consistent assessment and comparison of language skills among learners.
Communicative competence: Communicative competence refers to the ability of an individual to effectively use language in social contexts, going beyond mere grammatical knowledge to include understanding cultural norms and appropriate usage. This concept emphasizes that successful communication involves knowing how to convey meaning and interpret messages in various situations, ensuring that interactions are contextually relevant and socially acceptable.
Test validity: Test validity refers to the extent to which a test measures what it is intended to measure. It assesses how accurately a test reflects the language skills or knowledge it aims to evaluate, ensuring that test results are meaningful and applicable in real-world contexts. Validity encompasses various aspects, including content validity, construct validity, and criterion-related validity, each providing a different lens through which to evaluate the effectiveness of language assessments.
Alan Davies: Alan Davies is a prominent figure in the field of language assessment and testing, known for his significant contributions to the understanding and development of language testing methodologies. His work emphasizes the importance of validity and reliability in assessments, advocating for approaches that are both effective and equitable in measuring language proficiency across diverse populations.
Summative assessment: Summative assessment refers to the evaluation of student learning, typically at the end of an instructional unit, by comparing it against some standard or benchmark. It aims to measure the level of student understanding and proficiency in a subject, often influencing final grades or certifications. This type of assessment is crucial in determining what students have learned over a period and helps inform future teaching strategies.
Formative assessment: Formative assessment refers to a range of evaluation methods used to monitor student learning and provide ongoing feedback during the learning process. This type of assessment aims to improve student comprehension and skills by identifying areas that need attention, rather than assigning grades. It encourages a growth mindset and allows educators to adjust teaching strategies based on students' needs.
Norm-referenced testing: Norm-referenced testing is a type of assessment that evaluates an individual's performance in relation to a defined group, typically referred to as the 'norm group.' This method helps educators and researchers understand how a student's skills or knowledge compare to others, allowing for insights into relative strengths and weaknesses. Such tests are often used to rank students or determine eligibility for programs, providing a standard against which performance can be measured.
Listening comprehension: Listening comprehension refers to the ability to understand and interpret spoken language. It involves processing auditory information, making sense of it, and responding appropriately. This skill is essential for effective communication and is closely related to other language skills such as speaking, reading, and writing.