THE PURPOSE AND PRINCIPLES OF TESTING IN ELT

Öz

Language is learnt for different reasons. As a result, the aim of the testing differs. Testees sit for an exam for different reasons, which causes preparing different tests in order to utilise. Applying a test without considering its purpose decreases the validity. Excluding validity, it is impossible to say that the test assesses the performance. Correspondingly, the review mainly tries to shed on light on the purpose and principles of testing for the sake of produce appropriate exams containing the fundamental principles.

Anahtar Kelimeler

• Testing
• Assessment
• Principles
• Purpose

İNGİLİZCE ÖĞRETİMİNDE ÖLÇME DEĞERLENDİRMENİN AMACI VE İLKELERİ

Öz

Dil farklı amaçlar için öğrenilir. Bunun sonucunda da ölçmenin amacı değişir. Öğrenenler farklı amaçlar için hazırlanan farklı sınavlara girer. Amacını düşünmeden bir sınav hazırlamak sınavın geçerliliğini düşürür. Geçerliliğin ihmal edilmesi onun istenilen performansı ölçmesini engeller. Sonuç olarak, bu derlemenin amacı uygun testlerin hazırlanabilmesi amacıyla sınavların amacı ve ilkelerini açığa kavuşturmaktır.

Anahtar Kelimeler

• Ölçme
• Değerlendirme
• İlkeler
• Amaç

Kaynakça

1. Akıncı, T. (2010). Opinions of English teachers in state primary schools on the test they apply, the effect of SBS on their tests and the problems faced. Unpublished Master’s Thesis, Pamukkale University, Denizli,Turkey.
2. Alabi, A.O. and Babatunde, M.A. (2001). Primary English curriculum and methods. Oyo, Odumatt Press and Publishers.
3. Alderson, J. C. and Wall, D. (1993). Does wasback exist? Applied Linguistics, 14, 115-129. http://dx.doi.org/10.1093/applin/14.2.115
4. Alderson, J. C., Clapham, C., and Wall, D.(1995). Language test construction and evaluation. Cambridge University Press.
5. Ali, S. R., Ahmad, H., Khan, R. (2019). Testing in English Language Teaching and its Significance in EFL Contexts: A Theoretical Perspective. Global Regional Review, 4(2), 254-262. http://dx.doi.org/10.31703/grr.2019(IV-II).27
6. Archbald, D. A. and Newmann, F. M. (1988). Beyond standardized testing: Assessing authentic achievement in the secondary school. National Association of Secondary School Principals. https://files.eric.ed.gov/fulltext/ED301587.pdf
7. Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
8. Bachman, L. and Palmer, A. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.

9. Bailey, K.M. (1999). Washback in language testing. Educational Testing Service. https://www.ets.org/Media/Research/pdf/RM-99-04.pdf
10. Brown, S. (2003). Assessment that works at work. The Newsletter for the Institute of Learning and Teaching in Higher Education 11: 6–7.
11. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd Edition). Pearson Education, Inc.
12. Brown, H.D. and Abeywickrama, P (2010). Language assessment: Principles and classroom practices. (2nd Edition). Pearson Education, Inc.
13. Buck, G. (2001). Assessing listening. Cambridge University Press. https://anekawarnapendidikan.files.wordpress.com/2014/04/assessing-listening-by-gary-buck.pdf
14. Chapelle, C. A.(1999). Validity in language assessment. Annual Review of Applied Linguistics. 19, 254-272. https://doi.org/10.1017/S0267190599190135
15. Council of Europe (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press.
16. Cohen, A. D. (2001) Second language assessment. In M. Celce- Murcia (Ed.), Teaching English as a second or foreign language. (3rd Edition)(pp. 515-535).Heilne &Heilne.
17. Demirezen, M. (2013). Testing. In A Sarıçoban (Ed.), Öğretmenlik alan bilgisi testi: inglizce öğretmenliği (pp. 165- 194) Murat Yayınları.
18. Desheng, C. and Varghese, A. (2013). Testing and evaluation of language skills. IOSR Journal of Research & Method in Education (IOSR-JRME), 1(2), 31-33. https://www.iosrjournals.org/iosr-jrme/papers/Vol- 1%20Issue-2/F0123133.pdf
19. Finch, A. E. (2002). Authentic assessment: implications for EFL performance testing in Korea. Secondary Education Research, 49, 89-122. https://www.finchpark.com/arts/Authentic_Assessment_Implications.pdf
20. Fulcher, G. and Davidson, F. (2007). Language testing and assessment: An advanced resource book. Routledge.
21. Gardner, R.C. (1985). Social psychology and second language learning, the roles of attitudes and motivation. Edward Arnold Publishers Ltd.
22. Garson, G. D. (2009). Internal consistency reliability. In Reliability analysis. North Caroline State University College of Humanities and Social Sciences.http://faculty.chass.ncsu.edu/garson/PA765/reliab.htm.
23. Gonzalez, A. B. (1996). Teaching English as a foreign language: An overview and some methodological considerations. RESLA, 11, 17-49.
24. Harmer, J. (2007). The practice of English language teaching. (4th Edition). Pearson Education Limited.
25. Henning, G. (2012). Twenty common testing mistakes for EFL teachers to avoid. English Teaching Forum, 50 (3), 33-36. https://files.eric.ed.gov/fulltext/EJ997528.pdf
26. Hughes, A. (2003). Testing for language teachers. (2nd Edition). Cambridge: Cambridge University Press.
27. Ivanova, V. (2001). Construction and evaluation of achievement tests in English. Institute of Mathematics and Informatics Bulgarian Academy of Sciences, Association for the Development of the Information Society (pp. 276-285).http://sci-gems.math.bas.bg:8080/jspui/handle/10525/1554
28. Jumaniyozova, F.T. (2021). The Importance of Five Main Principles of Language Assessment in Designing the Language Tests in Uzbek Universities. Current Research Journal of Philological Sciences. 1 https://doi.org/10.37547/philological-crjps-02-06-01
29. Katz, A. (2013). Assessment in second language classrooms. In M. Celce- Murcia, D. M.Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language. (4th Edition) (pp. 320-340).Heinle ELT.
30. Lewkowicz, J. A. (2000). Authenticity in language testing: Some outstanding questions. Language Testing, 17 (1), 43-64. https://doi.org/10.1191/026553200669746135
31. Paradowski, M.B. (2002). The features of good language tests. The Teacher 1:40. http://files.eric.ed.gov/fulltext/ED503442.pdf
32. Rahman, M.M. and Gautam, A.M. (2012). Testing and evaluation: A Significant characteristic of language learning and teaching. Language in India, 12(1), 432-442. http://www.languageinindia.com/jan2012/motiurtestingevaluationfinal.pdf
33. Rajhy, H.A.A (2014). Five characteristics of a good language test. National Journal of Extensive Education and Interdisciplinary, 2(4), 61-66.
34. Riddell, D. (2003). Teaching English as a second/foreign language. The McGraw-Hill Companies, Inc.
35. Rysiewicz, J. (2008). Measuring foreign language learning aptitude. Polish adaptation of the modern language aptitude test by Carroll and Sapon. Poznań Studies in Contemporary Linguistics 44(4), 569–595. https://doi.org/10.2478/v10010-008-0027-6
36. Tomlinson, B. (2005). Testing to learn: a personal view of language testing. ELT Journal, Oxford University Press 59/1, 44
37. Tosuncuoglu, İ. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies. 6(9),163-167. https://doi.org/10.11114/jets.v6i9.3443
38. Ze'ev Wurman (2022). Why Educational Testing is Necessary. Fraser Institute. https://www.fraserinstitute.org/sites/default/files/why-educational-testing-is-necessary.pdf
39. Yin, M. and Sims, J. (2006). Diagnostic language testing for Taiwanese University students: The online English assessment system (OEAS) project. 2006 International Conference on English Instruction and Assessment. http://fllcccu.ccu.edu.tw/conference/2005conference_2/download/C44.pdf