LING 612-Dr. Coles-Ritchie

McNamara, T. (2008). Language testing. (pp. 13-22). Oxford University Press. ISBN 0-19-437222-7



This chapter introduces the history of language testing. First this talks about test construct in which the tests focus on specific skill and knowledge being measured. Language testing begins to take aim at speaking and communication skills. In reference to this change in test format comes discrete point testing, where specific areas (skills and knowledge) are targeted such as grammatical structure or vocabulary knowledge. Test constructs narrow in on speaking, listening, writing, and reading. To further the language testing, integrative tests were constructed for their practicality such as speaking for oral interviews. Some of the early language tests spoke to the cloze paragraph tests in which readers and learners selected a from a set of vocabulary words and completed a written piece by placing these words in blank lines. This was just a little twist to the classic multiple choice test in which answers were given and learners had to select the correct ones. Then came the communicative language tests in which gave light to the communicative competences. That meant language is more than knowing the grammar but the social roles under which language was used. Some testing constructs in this setting were of job analysis such as in a hospital setting. By the 80s models or communicative competences were identified as grammatical, sociolinguistic, strategic, and discourse. Identifying the models have helped in test constructs in language testing. An interesting point made here for me is that knowledge of the social dimension is important as the grammatical knowledge of the language. This is where the question what should be taught culture or/and language derives from. I believe they are both important. I know we have discussed communicative competences and culture and language, for me my language is my culture and visa versa. An 'aha' moment for me here is the part about the cloze tests. I have used this with my students and many do not really read the meanings and seem to just place any word there in the blanks. Can that be a valid test? It can be one form, but not the only. I have found that for lessons to be effective and any tests given should be followed up with feedback. So if that is one form, I will follow up on the cloze tests.