Formal testing is important for both the student and the teacher and can be managed either at the beginning of the course; the end of the course or at the end of a specific area of work, for example, at the end of a unit in a textbook. There are various types of formal tests that will be discussed, as well as what needs to be verified and test criteria.
Reasons for testing
There are various reasons for testing:
For teacher
• It shows the effectiveness of training / learning
• He tells you what to teach / study / revise
• It helps put a student in a school grading system.
• Usually required by the school / institution
For student
• It gives an idea of its own progress, which stimulates
• Editorial / Consolidation
Good for cool speakers.
• Indicates that the student has something to learn, or problem areas
• Surprisingly, sometimes a high percentage of students either love or expect tests.
Types of tests
There are four types of formal tests:
Progress
A trial test can be conducted either at the end of a specific unit, week, month, term, or year. This type of test is usually prepared or set by a class teacher or someone else in school to accommodate the general school curriculum.
Proficiency Test
A knowledge test is a test that is set by an external examination body, such as Oxford or Cambridge.
Placement Test
The placement test is a test that is introduced to new students entering the school. This test allows a new student to be placed in the correct class according to their level.
Diagnostic test
A diagnostic test is simply a test that the teacher can first give to the class to find out what it already knows, and additionally help in determining what the curriculum should contain.
What to check?
• You can test certain subjects that you taught in class, such as vocabulary, structure, function, registration, and pronunciation.
• You can test skills: reading, writing, listening and speaking
• You can also decide to test the overall fluency and communication effectiveness of your students.
Criteria for testing
There are several considerations to consider when setting up a test or determining whether a test is suitable for your students or is appropriate for them. It will depend on the specific needs and situation of your students. Here are a few criteria to consider:
• Does a particular test do what you want to check directly, or is it just checking the memory?
• What English language skills do students have to pass the test?
• Is the test reliable? Reliability refers to the degree to which test results are stable, consistent and accurate and, therefore, the degree of dependence for making decisions about students.
• Is the test long enough to be representative of what you want?
• Is the labeling system objective or subjective? If there is just one correct answer, as in the exercise with multiple choice, this scheme is objective. On the other hand, the assessment of the essay or the assessment of the student's oral fluency is likely to be subjective. This is because different assessors, examiners, or assessments may not agree with the level or standard of work.
• Is the test easy to administer? Oral tests can often be a bit difficult!
• Is the test culturally biased or fair?
• Is the test diverse in format and interesting?
It is important to remember that when administering a test, you should quickly mark and return it. Go to him with your students, check the answers and give appropriate feedback and explanations. Avoid testing in an atmosphere of fear or imminent personal injury or death. This will only contribute to underestimating student confidence and self-esteem.
