This module is divided into the following sections:

Outcomes

Author of this module

14.0 Introduction

14.1 Approaches to language testing

14.1.1 Purposes of language testing

14.1.1.1 Aptitude tests
14.1.1.2 Placement tests
14.1.1.3 Diagnostic tests
14.1.1.4 Progress tests
14.1.1.5 Achievement tests
14.1.1.6 Proficiency tests
14.1.1.7 Admissions tests

14.1.2 Direct and indirect testing
14.1.3 Discrete-point tests versus integrative tests
14.1.4 Varying the approach to testing

14.2 Assessing writing

14.2.1 Holistic marking
14.2.2 Analytic marking
14.2.3 Objective marking

14.2.3.1 Model A
14.2.3.2 Model B
14.2.3.3 Model C
14.2.3.4 Model D

14.2.4 Essays

14.2.4.1 Positive features
14.2.4.2 Negative features
14.2.4.3 Improving the use of essays
14.2.4.4 Setting appropriate titles

14.2.5 Marks on scripts

14.3 Assessing speaking

14.3.1 Role plays
14.3.2 Presentations
14.3.3 Oral exams
14.3.4 Student-student discussion
14.3.5 Other oral test types

14.3.5.1 Integrated skill tests
14.3.5.2 Picture stimuli
14.3.5.3 Information-gap activities
14.3.5.4 Explaining/providing instructions
14.3.5.5 Reading texts out loud

14.4 Assessing listening and reading

14.4.1 Listening

14.4.1.1 Task types
14.4.1.2 Listening tasks

14.4.2 Reading

14.4.2.1 Reading tasks

14.4.3 Further ways to assess comprehension

14.4.3.1 Short answer questions
14.4.3.2 Written summaries
14.4.3.3 Free recall tests

14.4.4 Target-language testing
14.4.5 Multiple-choice questions

14.5 Other forms of testing

14.5.1 Using cloze and C-tests

14.5.1.1 Cloze tests
14.5.1.2 C-tests

14.5.2 Assessing translation
14.5.3 Using grammar tests
14.5.4 Projects
14.5.5 Portfolios
14.5.6 Reviews

14.6 Conclusion

14.7 Commentary on activities

14.8 Appendices

Appendix 1 Criteria for assessing short essays
Appendix 2 Criteria for assessing student oral presentations
Appendix 3 Marking criteria for written work

14.9 References

14.10 Recommended further reading

14.11 Assessment task

Printable versions of the entire module are available in the following formats:

• Word 97 version (click here)
• RTF version (click here)

ACCREDITATION INFORMATION
Those intending to count work on this module towards their university's postgraduate programme, certificate or diploma in teaching and learning, or equivalent, are advised that sections 14.1-14.4 with the addition, where appropriate, of 14.5.2-14.5.3, along with the assessment task in 14.11, are to be considered core material, while remaining sections are extension material.