Tests used at secondary and tertiary levels

Progress tests – continuous classroom assessment (formative assessment, formal assessment). They are used to find out how well the students have grasped the material covered and learning objectives. Quite naturally they must be short (not take much time from teaching and learning), they must be based on samples from material covered (to be fair), They must check both knowledge and skills. If they were concentrated on knowledge only, some learners may think that this is the main aim in learning a foreign language (to know certain words and master grammar rules), practice and production stages are not very important.

Diagnostic tests – used at the beginning of a new course or from time to time to find out problem areas and work out remedial activities. The content includes knowledge and skills but some sub-skills can be in focus as well, e.g. writing letters of complaint or skimming of leaflets. These tests are rather difficult to design since they are based on eliciting errors rather than correct answers or correct language.

Achievement tests – formal assessment at the end of the term or year. The aim of them is to see whether the students have achieved the objectives set out in the syllabus and if they could be moved to a higher level (next form, next term, year etc). They are backward oriented. The tests are centered about skills and knowledge, the material covered within the period of study. Usually they are difficult to design and they put a lot of stress on both teachers and students. Besides, achievement tests must necessarily contain both easy and difficult tasks selected form the material learned.

Proficiency/qualification tests – summative and final assessment. They are designed to find out what students are capable of doing in a foreign language. Some international tests (Cambridge tests, TOEFL, GRE etc.) are of this kind. They are mainly forward-oriented. They are irrespective of any syllabus (or at least of any course-book like ZNO) and include the material needed for professional work (University) or survival in all spheres of life (personal, educational and social). They are centered about knowledge and skills, sub-skills, functions, notions, behaviour. The tests must be communicative and reflect real life situations. It is usually very difficult to select material, to put in and to leave out. Proficiency or qualification tests put a lot of stress on students.

Entry\placement tests – conducted at some universities or language schools where streaming is practiced. Used to be conducted at all institutions of tertiary level. The purpose of the test is to select, to filter out the applicants and to place students into groups according to the language ability. It should be based on secondary school syllabus, test both knowledge and skills. Since it is to discriminate entry or placement test must be difficult.

Aptitude tests – administered at the end of school or used as a kind of entry requirement. Their purpose is to find out if students have aptitude for something, e.g. SAT (Scholastic Aptitude Test) at American schools. It is forward oriented to some future studies and professional activity.