TEST - A test is a formal, structured tool used to measure a learner’s language ability at a specific point in time, often under controlled conditions. It is usually time-limited and aims to produce a quantifiable result. (Hughes, 2003), ASSESSMENT - Assessment is the broader process of collecting, interpreting, and using information about learners' progress and performance. It includes formal tools (e.g., tests) and informal methods (e.g., observation, peer feedback) and can be formative or summative. (Brown, 2004), FORMATIVE ASSESSMENT - Formative assessment is ongoing and takes place during the learning process. Its primary aim is to inform teaching and help learners improve by identifying strengths and areas for development. Feedback, rather than grading, is central. (Black & Wiliam, 1998), SUMMATIVE ASSESSMENT - Summative assessment evaluates learning at the end of a course or unit, often for the purpose of certification or progression. It is typically formal and test-based, and focuses on measuring achievement rather than guiding improvement., DIRECT TEST - A direct test assesses a language skill by requiring the learner to perform that skill itself — for example, testing writing by having learners write an essay. It offers high face validity. (Hughes, 2003), INDIRECT TEST - An indirect test assesses underlying language knowledge or subskills that contribute to performance. For example, testing grammar through multiple-choice items rather than through writing or speaking. Often easier to mark objectively but may reduce validity., DISCRETE-POINT TEST - This type of test isolates individual language items (e.g., a single grammar or vocabulary point) and tests them separately, usually in objective formats like gap-fills or multiple choice. Associated with structuralist views of language (Lado, 1961)., INTEGRATIVE TEST - An integrative test assesses multiple language skills or systems simultaneously, reflecting real-world use of language. For example, a dictation or a written composition. These tests often require subjective marking. (Oller, 1979), VALIDITY - Validity refers to how well a test measures what it claims to measure. A valid test should reflect the target construct (e.g., communicative competence) and align with course objectives. Types include content, construct, and face validity., RELIABILITY - Reliability is the degree to which a test produces stable and consistent results across time, markers, and conditions. A highly reliable test minimizes random errors and ensures fairness. Often associated with standardised, objective formats., PRACTICALITY - Practicality concerns how feasible a test is to design, administer, and mark, considering time, resources, cost, and teacher expertise. A highly practical test may trade off some degree of validity or authenticity for ease of use., DIAGNOSTIC TEST - A diagnostic test is used at the beginning of a course (or before instruction) to identify learners’ strengths and weaknesses in specific language areas (e.g., grammar, pronunciation). Its purpose is to inform future teaching and address gaps. Hughes (2003), PLACEMENT TEST - A placement test is used to assign learners to appropriate class levels or groups based on their current language ability. It aims to ensure homogeneity within classes and usually samples a range of language skills. Alderson, Clapham & Wall (1995), ACHIEVEMENT TEST - An achievement test evaluates how much learners have learned from a particular syllabus or course. It is aligned with course objectives, often administered at the end of a unit or term, and usually summative in purpose., CONTENT VALIDITY - Content validity refers to how well a test represents the content it intends to cover — e.g., whether an end-of-unit test includes all the language and skills taught. A test with high content validity closely reflects the syllabus., CONSTRUCT VALIDITY - Construct validity refers to whether the test actually measures the underlying construct it claims to assess (e.g., reading comprehension or communicative competence). If a grammar test only measures memory, it lacks construct validity., FACE VALIDITY - Face validity is the degree to which a test appears valid and appropriate to those taking or using it (teachers, learners, parents). Even if not scientifically valid, a test with high face validity looks right and encourages motivation., SCORER RELIABILITY  - Scorer reliability refers to the consistency of scoring between different raters (inter-rater reliability) or the same rater over time (intra-rater reliability). Especially important in productive skills like speaking and writing., WASHBACK - Washback (also known as backwash) is the influence that testing has on teaching and learning. Positive washback: tests that encourage effective teaching (e.g., communicative speaking tasks). Negative washback: tests that lead to narrow “teaching to the test”. Hughes (2003), IMPACT - Impact refers to the broader effects a test has — not only on teaching and learning, but also on educational systems, policy, curriculum, and stakeholders. It includes washback, but goes beyond it to consider societal consequences. Bachman & Palmer (1996),

Test and Assessment Terms - Delta Test Cambridge

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