By: Neal Daphne R. Dacion
We use tests to obtain information. The information we hope to attain will depend on the kind of situation we wish our test takers to analyze or resolve. In most cases, English language tests are conducted to those whose second, third or fourth language is English and not their primary language. By all means, in constructing language tests there are many factors from the different sides that need to be considered.
There are various kinds of tests and these include: Proficiency test, Achievement test, Diagnostic test, and Placement test. From these kinds of test, as a test constructor, you will have to choose on which kind of testing you would most likely prefer. The kinds of testing could either be: direct or indirect, discrete point or integrative, norm-referenced or criterion-referenced, objective or subjective, and others. Your test and testing choice should coincide with your purpose of the conduct. For tests to be effective, the validity and reliability should also be regarded with great importance.
But why is it that no matter how we scrutinize the test that students may be able to get most of the items correctly, there are still a number of students who would unwaveringly flunk the test? There, there now. This is not the time to become objectively ruthless and ill-tempered. Students who fail in examinations often do so because they fail to understand the question and therefore write a different answer from what the question required.
There are tendencies that students would overlook the questions or instructions because they are time pressured or even maybe they are confused by the questions or instructions given. In giving instructions, make sure that students would easily understand them. Make it simple and concise as possible. In addition, use instruction words or expression that will directly describe their tasks. Also, remind students of the ways on how to analyze questions. Analyze them in terms of the four-part model of instruction-aspect-topic-restriction. These are the steps: (1) . Look for the topic, the central part of the question [see if there are restrictions];(2) Decide which aspect is to be addressed;(3) Finally, look for the instruction, which is usually in the first part of the question. Sometimes the instruction is ‘hidden’ and you are expected to work it out for yourself.
All tests will cost us many things such as limited supply of money and time for the preparation, administration, scoring and interpretation. This may result to a conflict between assuring a ‘perfect test’. An idea of a human being not perfect could intercede but it really matters when we could make out an ideal test for our students. One for which our purpose and the results would meet and be able to handle a good means to educate. For one way in assessing students learning is through tests. Therefore, teachers should not be light-minded with the kind of English language tests they make for your students’ language abilities and competencies could be at stake.
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