Chapter 4: Types of Language Tests

This chapter delves into the diverse landscape of language tests, examining the various
types employed to measure language skills and knowledge. To provide a structured
framework, the chapter will categorize these tests into two broad categories: classroom-
based language tests and standardized language tests. Classroom-based tests, often
developed and administered within specific educational contexts, reflect the immediate
needs of learners and instructors, emphasizing classroom-based assessments and teacher-
created materials. In contrast, standardized tests are externally developed, rigorously
validated, and designed to provide consistent and comparable measures of language
proficiency across diverse populations. Understanding the distinctions and applications of
these two categories is essential for educators, researchers, and test developers seeking to
make informed decisions about language assessment.

4.1 Classroom-based language tests

4.1.1 Discrete-point tests

Discrete-point language tests focus on isolating and measuring specific, individual

language skills or knowledge points. Unlike integrative tests that assess the use of
language in a more holistic and communicative manner, discrete-point tests aim to
pinpoint learners' strengths and weaknesses in particular areas of grammar, vocabulary,
or phonology (Brown, 2004).

Characteristics of discrete-point tests:

 Focus on isolated skills: These tests typically break down language into smaller
components, such as individual grammatical rules, vocabulary items, or
phonological features.
 Objective scoring: Discrete-point tests often lend themselves to objective scoring
methods, such as multiple-choice questions, true/false items, or matching
exercises. This makes scoring relatively quick and efficient.
 Emphasis on accuracy: The primary focus is on the accuracy of the learner's
response, rather than the overall communicative effectiveness.

Types of discrete-point tests:

 Grammar tests: These tests assess learners' knowledge of grammatical rules, such
as verb tenses, noun phrases, and sentence structure. Examples include fill-in-the-
blank exercises, error correction tasks, and multiple-choice questions that test
grammatical structures.
  Vocabulary tests: These tests measure learners' knowledge of individual words and
phrases. Common formats include multiple-choice vocabulary tests, matching
exercises, and cloze tests where learners fill in missing words in a text.
 Phonology tests: These tests assess learners' pronunciation, intonation, and other
aspects of spoken language. Examples include minimal pair discrimination tasks,
picture-cued elicitation tasks, and tests of stress and intonation.

Strengths of discrete-point tests:

 Ease of administration and scoring: Discrete-point tests are generally easy to

administer and score, particularly with the use of multiple-choice formats and
automated scoring systems.
 Diagnostic value: By isolating specific language skills, these tests can help
identify areas of strength and weakness for individual learners, which can inform
instruction and remediation.
 Efficiency: Discrete-point tests can be used to efficiently assess a wide range of
language skills in a relatively short amount of time.

Weaknesses of discrete-point tests:

 Limited reflection of real-world language use: By focusing on isolated language

skills, discrete-point tests may not accurately reflect how language is used in
authentic communication.
 Potential for overemphasis on isolated skills: An overemphasis on discrete-point
tests may lead to a narrow focus on isolated skills in the classroom, neglecting the
development of communicative competence.
 Limited assessment of higher-order skills: Discrete-point tests may not effectively
assess higher-order skills such as critical thinking, problem-solving, and strategic
language use.

Discrete-point tests have their place in language assessment, particularly for diagnosing
specific areas of difficulty and providing quick feedback on the mastery of particular
language skills. However, it is crucial to recognize their limitations and to use them in
conjunction with other assessment methods that more comprehensively assess language
proficiency in communicative contexts.

4.1.2 Integrative tests

Integrative tests move beyond the isolated assessment of discrete language skills
(Alderson et al. 2014), such as grammar or vocabulary, and instead focus on assessing
how learners use language in a more holistic and communicative manner. These tests aim
to simulate real-life language use, requiring learners to integrate multiple language skills
to achieve a communicative goal (Brown, 2004; Weir, 2005).
Characteristics of integrative tests:

 Focus on communicative competence: Integrative tests emphasize the ability to

use language effectively and appropriately in real-world contexts. They assess not
only grammatical accuracy but also fluency, coherence, and the ability to convey
meaning effectively.
 Emphasis on authentic tasks: Tasks in integrative tests often simulate real-life
communication situations, such as writing emails, giving presentations,
participating in role-plays, or engaging in discussions.
 Integration of multiple skills: Many integrative tests require learners to use
multiple language skills simultaneously, such as reading a text and then
summarizing it in writing or listening to a conversation and then answering
questions about it.

Types of integrative tests:

 Reading comprehension tests with complex tasks: These tests go beyond simple
multiple-choice questions and require learners to analyze, synthesize, and evaluate
information from longer texts. Tasks may include summarizing, paraphrasing,
comparing and contrasting different texts, and answering open-ended questions
that require critical thinking and interpretation.
 Writing tasks: These tasks may include essay writing, report writing, letter writing,
or creative writing. They assess learners' ability to organize ideas, develop
arguments, use appropriate language, and produce coherent and effective written
communication.
 Speaking tests: These tests often involve interactive communication tasks, such as
role-plays, discussions, and interviews. They assess learners' fluency, accuracy,
pronunciation, and ability to interact effectively with others.
 Listening comprehension tests: These tests may involve listening to lectures,
conversations, or other authentic audio materials and then answering questions that
require learners to understand and interpret the information.

Strengths of integrative tests:

 Higher ecological validity: Integrative tests more closely reflect real-world

language use, providing a more authentic assessment of learners' communicative
competence.
 More engaging for learners: Authentic tasks can be more engaging and motivating
for learners than isolated skill-based exercises.
 Assessment of communicative competence: Integrative tests provide a more
comprehensive assessment of learners' ability to use language effectively and
appropriately in real-world contexts.
Weaknesses of integrative tests:

 Difficulty in scoring: Scoring integrative tests can be more subjective and time-
consuming than scoring discrete-point tests.
 Potential for rater bias: Subjective scoring can be influenced by rater bias, leading
to inconsistencies in scoring.
 Difficulty in standardizing: It can be challenging to standardize the administration
and scoring of integrative tests, which can make it difficult to ensure fairness and
consistency across different administrations.

In general, integrative language tests play a crucial role in providing a more holistic and
authentic assessment of learners' language proficiency. While they may present some
challenges in terms of administration and scoring, their value in assessing communicative
competence makes them an essential component of any comprehensive language
assessment program.

4.1.3 Diagnostic tests

Diagnostic tests play a crucial role in effective language teaching and learning. Unlike
summative assessments that primarily focus on measuring overall achievement,
diagnostic tests aim to pinpoint specific areas of language difficulty for individual
learners (Joughin, 2007). This information allows teachers to tailor instruction, provide
targeted support, and create a more personalized learning experience for each student.

Characteristics of diagnostic tests:

 Focus on identifying areas of weakness: Diagnostic tests are designed to identify

specific language skills or knowledge areas where learners are experiencing
difficulties. These areas can include grammar rules, vocabulary, pronunciation,
reading comprehension, or any other aspect of language learning.
 In-depth analysis: Diagnostic tests often involve a more in-depth analysis of
learner performance than broader proficiency tests. They may include detailed
error analysis, individual interviews, or other methods to pinpoint specific areas of
difficulty.
 Formative in nature: Diagnostic tests are primarily used for formative assessment,
providing information that can be used to inform instruction and guide subsequent
learning.

Types of diagnostic tests:

 Pre-tests: These tests are administered at the beginning of a course to assess

learners' existing knowledge and skills. They help teachers identify areas where
 students may need additional support or where the curriculum can be adjusted to
meet their needs.
 Interviews: One-on-one interviews can provide valuable insights into learners'
strengths and weaknesses in areas such as fluency, accuracy, and pronunciation.

Uses of diagnostic tests:

 Personalized instruction: Diagnostic tests help teachers to tailor instruction to the

specific needs of individual learners. By identifying areas of difficulty, teachers
can provide targeted support and remediation.
 Grouping students: Diagnostic tests can be used to group students with similar
needs, allowing for more effective and efficient instruction.
 Identifying learning styles: Some diagnostic tests can help to identify learners'
preferred learning styles, which can inform teaching methods and materials.
 Monitoring progress: Diagnostic tests can be administered periodically throughout
a course to track learners' progress and identify any emerging difficulties.

Overall, diagnostic tests play a vital role in effective language teaching and learning. By
providing valuable insights into learners' strengths and weaknesses, diagnostic tests
enable teachers to provide more effective and personalized instruction, ultimately leading
to improved learning outcomes.

4.1.4 Progress tests

Progress tests are a crucial component of effective language teaching and learning. They
provide valuable feedback on students' learning and help teachers monitor the
effectiveness of their instruction. Unlike summative assessments, which typically occur at
the end of a course or unit, progress tests are administered periodically throughout the
learning process to track students' progress and identify areas for improvement.

Characteristics of progress tests:

 Formative in nature: Progress tests are primarily used for formative assessment,
providing ongoing feedback to both teachers and learners.
 Aligned with learning objectives: They are designed to assess specific learning
objectives covered in the course or unit.
 Regular administration: Progress tests are typically administered at regular
intervals, such as at the end of each week, month, or unit.
 Short and focused: They are usually shorter than summative tests and focus on a
specific set of skills or knowledge areas.
 Actionable feedback: The results of progress tests should provide specific and
actionable feedback to both teachers and learners, identifying areas of strength and
weakness.
Types of progress tests:

 Short quizzes: Short quizzes can be used to assess students' understanding of

specific grammar rules, vocabulary items, or other discrete points.
 Classroom activities: Certain classroom activities, such as short presentations,
role-plays, or group discussions, can be adapted to serve as informal progress
tests.
 Short writing assignments: Short writing tasks, such as paragraph writing or essay
outlines, can be used to assess students' writing skills.
 Reading comprehension exercises: Short reading passages with comprehension
questions can be used to assess reading skills and vocabulary.

Benefits of using progress tests:

 Improved learning: Regular feedback from progress tests can help students
identify areas for improvement and adjust their learning strategies accordingly.
 Informed instruction: Progress test results provide valuable information to
teachers, allowing them to identify areas where students may be struggling and to
adjust their teaching methods accordingly.
 Increased motivation: Regular feedback can help to motivate students by
demonstrating their progress and celebrating their achievements.
 Early identification of difficulties: Progress tests can help to identify potential
learning difficulties early on, allowing teachers to provide targeted support and
prevent students from falling behind.

Ethical considerations:

 Use of results: Progress test results should be used constructively and should not
be used for high-stakes decisions, such as grading or placement.
 Feedback: Feedback from progress tests should be provided in a timely and
constructive manner.
 Confidentiality: Student performance on progress tests should be treated with
confidentiality.

Generally, progress tests play a vital role in supporting effective language learning. By
providing regular feedback and identifying areas for improvement, they help both
teachers and learners to monitor progress, adjust instruction, and ensure that students are
on track to achieve their learning goals.

4.1.5 Achievement tests

Achievement tests are designed to measure how well learners have mastered specific
language skills or knowledge that have been taught within a particular course or
curriculum. Unlike proficiency tests, which assess overall language ability, achievement
tests focus on evaluating learners' progress in relation to specific learning objectives
(Brown, 2004; Joughin, 2007).

Characteristics of achievement tests:

 Curriculum-based: Achievement tests are typically closely aligned with the

specific content and objectives of a particular language course or curriculum. They
cover the specific language skills and knowledge that have been taught to the
learners.
 Formative and summative purposes: While primarily used for summative
assessment at the end of a course or unit, achievement tests can also provide
valuable formative feedback to both teachers and learners.
 Varied formats: Achievement tests can take various formats, including multiple-
choice questions, short answer questions, essay writing, oral presentations, and
listening comprehension tasks.
 Focus on specific learning objectives: Achievement tests are designed to assess
specific learning outcomes, such as:
o Knowledge of grammar rules: Accurately using verb tenses, applying
grammatical rules in context.
o Vocabulary acquisition: Understanding and using vocabulary related to
specific themes or topics.
o Reading comprehension: Understanding main ideas, supporting details, and
inferences in texts.
o Writing skills: Producing clear, coherent, and grammatically correct written
texts.
o Speaking skills: Communicating effectively in spoken language, including
fluency, accuracy, and interaction.
o Listening comprehension: Understanding spoken language in various
contexts, such as lectures, conversations, and presentations.

Importance of achievement tests:

 Monitoring student progress: Achievement tests provide valuable information

about students' learning progress and identify areas where they may need
additional support.
 Informing instruction: The results of achievement tests can help teachers identify
areas where instruction needs to be adjusted or supplemented.
 Providing feedback to learners: Achievement tests provide students with feedback
on their learning, helping them to identify their strengths and weaknesses and set
goals for improvement.
 Evaluating the effectiveness of teaching: Achievement tests can help teachers
evaluate the effectiveness of their teaching methods and curriculum.
Ethical considerations:

 Fairness and equity: Achievement tests should be fair and equitable for all
learners, regardless of their background or learning style.
 Use of results: Achievement test results should be used responsibly and ethically,
primarily for formative purposes and to provide constructive feedback to learners.
 Test security: Maintaining the security of achievement tests is crucial to ensure the
integrity of the assessment process.

In summary, achievement tests play a vital role in language education by providing

valuable information about student learning and informing instructional decisions. By
carefully designing and administering achievement tests, teachers can effectively monitor
student progress, identify areas for improvement, and ultimately enhance the learning
experience for all students.

4.2 Standardized language tests

Standardized language tests are formal assessments with standardized procedures and
scoring criteria. They are widely used for various purposes, including university
admissions, immigration, professional certification, and program placement. These tests
typically involve a large-scale administration to a large number of test-takers, ensuring
consistency across different testing locations and administrations.

Characteristics of standardized language tests:

 Standardized procedures:
o Consistent administration protocols across all testing locations.
o Clear and unambiguous instructions for test-takers.
o Controlled testing environment to minimize distractions.
 Objective scoring:
o Use of scoring rubrics and standardized scoring keys to minimize rater bias.
o Often involve machine-scoring or computer-assisted scoring.
 Large-scale administration:
o Designed to be administered to a large number of test-takers
simultaneously.
o Efficient and cost-effective for large-scale testing programs.
 High-stakes implications:
o Often used for high-stakes decisions, such as university admissions or
immigration applications.
o Scores have significant implications for test-takers' future opportunities.

Types of standardized language tests:

  Proficiency tests:
o Assess overall language proficiency across different skills (reading, writing,
listening, speaking).
o Examples: TOEFL (Test of English as a Foreign Language), IELTS
(International English Language Testing System), Cambridge English
exams (e.g., B2 First, C1 Advanced).
 Achievement tests:
o Measure language skills acquired in a specific educational program or
curriculum.
o Often used for program evaluation and to assess student learning outcomes.
 Diagnostic tests:
o Identify specific areas of language difficulty for individual learners.
o Used for placement, remediation, and individualized instruction.

Strengths of standardized language tests:

 Objectivity: Standardized scoring minimizes rater bias and ensures consistency

across different test-takers.
 Comparability: Allows for meaningful comparisons of test scores across different
individuals and institutions.
 Efficiency: Can be administered and scored efficiently for large groups of test-
takers.
 Reliability: Standardized procedures and scoring contribute to higher test
reliability.

Weaknesses of standardized language tests:

 Limited flexibility: May not adequately assess the full range of language skills and
abilities.
 Potential for bias: May not be culturally fair or sensitive to the needs of all test-
takers.
 Limited individualization: May not account for individual learning styles and
needs.
 High-stakes nature: Can create undue pressure and anxiety for test-takers.

Ethical considerations

 Test security: Maintaining test security is crucial to ensure the integrity of the
testing process.
 Fairness and equity: Standardized tests must be fair and equitable for all test-
takers, regardless of their background, culture, or learning style.
 Appropriate use of scores: Test scores should be used responsibly and ethically,
and should not be the sole determinant of important decisions.
Overall, standardized language tests play an important role in various contexts, from
education and immigration to professional certification. While they offer several
advantages, such as objectivity and comparability, it is crucial to recognize their
limitations and to use them responsibly and ethically. By carefully considering the
strengths and weaknesses of standardized tests and using them in conjunction with other
assessment methods, we can ensure that they provide a fair and accurate assessment of
language proficiency.

4.3 Student self-assessment

Instruction: Carefully read each statement in the table below. For each statement, rate
your understanding using the following scale:

1: I do not understand this at all.

2: I understand this a little, but I need more help.
3: I understand this fairly well, but I have some questions.
4: I understand this very well and can explain it to others.

Learning Objective/Concept Self- Evidence/Notes Action Plan

Assessment (Explain your (What will
Rating (1-4) rating) you do to
improve?)
Test categories: I can differentiate
between classroom-based and
standardized language tests,
explaining their purposes and uses.
Discrete-point Tests: I can define
and describe the characteristics of
discrete-point tests, providing
examples of test items.
Integrative tests: I can define and
describe the characteristics of
integrative tests, providing examples
of test items (e.g., essays, oral
interviews).
Other classroom-based tests: I can
explain other types of classroom-
based tests, such as formative,
summative, diagnostic, and
placement tests.
Standardized tests: I can discuss
the purpose, characteristics, and
examples of standardized language
 tests (e.g., TOEFL, IELTS).
Overall understanding: I feel
confident in my understanding of the
various types of language tests and
their applications in language
assessment.

4.4 Consolidation activities

Activity 1: Designing a discrete-point grammar test

Objectives:

 To enhance students' understanding of discrete-point testing principles by having

them design their own test.
 To develop students' skills in creating clear, concise, and objective test items.

Procedure: Students briefly review the key characteristics of discrete-point tests,

emphasizing their focus on isolating and assessing specific language skills (e.g.,
grammar, vocabulary). Students work in pairs/groups to design a short discrete-point test
(5-10 items) to assess learners’ understanding of an assigned grammatical structure (e.g.,
present perfect tense, articles, passive voice). Students are required to use a variety of
item types (e.g., multiple-choice, fill-in-the-blank, true/false).

Activity 2: Designing a reading comprehension progress test

Objectives:

 To enhance students' understanding of progress tests by having them design a

short test for a specific language skill (reading comprehension).
 To develop students' skills in creating clear, concise, and effective reading
comprehension test items.

Procedure:

 Students in groups briefly review the key characteristics of progress tests. They
then choose a short reading passage suitable for high school students
(approximately 200-300 words) from an English textbook for high schools in
Vietnam and design some reading comprehension test items (e.g., multiple-choice
questions, true/false statements, short answer questions)
Activity 3: Designing an achievement test for Vietnamese high school
students

Objectives:

 To enhance students' understanding of achievement tests by having them design a

sample test for high school English learners in Vietnam.
 To develop students' skills in creating test items that align with the Vietnamese
national curriculum and address the specific learning objectives of high school
English education.

Procedure: Students work in groups briefly review the key characteristics of achievement
tests, emphasizing their purpose in measuring student learning in relation to specific
curriculum objectives. Each group designs an outline for a short achievement test. The
outline should include:

 Test sections: Determine the number and type of sections (e.g.,

reading, writing, listening, grammar and vocabulary).
 Specific learning objectives: Identify 2-3 specific learning objectives
for each section (e.g., "Students will be able to read and understand a
short passage and answer questions about main ideas and supporting
details.").
 Sample test items: Create 2-3 sample test items for each section,
aligning them with the chosen learning objectives.

Activity 4: Designing a portfolio project for Vietnamese high school students

Objectives:

 To enhance students' understanding of alternative assessment methods by having

them design a portfolio project for high school English students in Vietnam.
 To develop students' skills in creating authentic and meaningful assessment tasks
that align with the Vietnamese National Curriculum (Chương trình giáo dục phổ
thông, MOET, 2018).

Procedure: Students discuss in groups the guidelines for designing portfolio projects (e.g.,
focus on learning objectives, variety of assessment methods, student reflection) and
relevant sections of the Vietnamese National Curriculum for English (e.g. Chương trình
giáo dục phổ thông, MOET, 2018). Students must include a variety of assessment
methods (e.g., essays, presentations, creative writing, reflective journals), clarity of the
assessment criteria and scoring rubrics.
Activity 5: Designing a role-play for communication skills

Objectives:

 To enhance students' understanding of performance-based assessment by having

them design a role-play scenario.
 To develop students' skills in creating authentic and engaging communication
tasks that assess real-world language use.

Procedure: Students in groups briefly review the key characteristics of performance-

based assessment, emphasizing authenticity, real-world application, and the assessment
of communicative competence. Each group will choose a specific theme or context
relevant to the lives of Vietnamese high school students (e.g., ordering food at a
restaurant, making travel arrangements, asking for directions, discussing household
chores) to design a role-play scenario that assesses the following communication skills.
They then discuss the assessment criteria for the role-play (e.g Fluency: Ability to speak
naturally and smoothly and accuracy: Grammatical accuracy and appropriate use of
vocabulary, etc.)

References:

Alderson, J. C., Clapham, C., & Wall, D. (2014). Language test construction and
evaluation. Cambridge University Press.

Brown, H. D. (2004). Language assessment: Principles and classroom practices (2nd ed.).
Longman.

Joughin, G. (2007). Language testing and assessment: An advanced resource book.

Routledge.

MOET (2018). Thông tư ban hành giáo dục phổ thông. Available at:
https://luatvietnam.vn/giao-duc/thong-tu-32-2018-tt-bgddt-ban-hanh-chuong-
trinh-giao-duc-pho-thong-moi-169745-d1.html

Weir, C. J. (2005). Language testing and assessment. Blackwell.