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CHAPTER II
THEORETICAL FRAMEWORK
A. Language Test
1. The Definition of Test
Actually, there are many ways to evaluate the student s’ ability in teaching-
learning process which has an aim for evaluating the progress of students’
ability and measuring the students’ achievement. One of the ways to evaluate is
a test. In education, test is very important because it is one of devices in education to get the information about students’ achievement and to know how
far learning objectives have been achieved. By conducting the test, the teachers will know how deep the pupils acquire
the materials that have been taught, and know the form of students’ behavior and characteristic.
As Bachman defined, “A test is a procedure designed to elicit certain behavior from which one can make inferences about certain
characteristics of an individual or a test is a particular type of measurement that focuses on eliciting a specific sample of performance
”.
1
Regarding this, Airasian and Russell also explain “Tests are composed of short communications called questions or items”.
2
It means that tests are a device for communication which has been arranged in test items. Moreover,
Desmond Allison defines test in narrow sense that test is a kind of formal assessment which has been arranged and scheduled officially and has been
limited by the available guidance.
3
Based on some definitions above, the writer can conclude the test into three definitions. First, the test is a means or a procedure or a standardized
device to measure the studen ts’ achievement in acquiring knowledge about the
1
Lyle. F. Bachman, Statistical Analyses for Language Assessment, Cambridge: Cambridge University Press,2004, p. 9.
2
Peter W. Airasian and Michael K. Russell, Classroom Assessment, New York: McGraw- Hill Companies, Inc, 2008, p. 145.
3
Desmond Allison, Language Testing and Evaluation An Introductory Course, Kent Ridge Crescent: Singapore University Press, 1999, p. 5.
subject after teaching-learning process. Second, it is one of the ways to measure the goal of achieving the learning objective. The last, a test is also a
systematic procedure to get information about studen ts’ certain characteristic.
2. Kinds of Tests
In this study, the writer focuses on the summative test which relates to her research about analysis the content validity of English summative tests for
second grade of technology major at three vocational schools that have been accredited A up to C. Meanwhile, to understand kinds of tests that are used by
the test-makers for each purpose, the writer delivers four kinds of test based on Gronlund. They are summative test, formative test, placement test, and
diagnostic test.
4
Here the following four types of test based on each purpose that has been stated by Gronlund:
a. Summative Test
Gronlund states “the summative test is given at the end of a course or unit of instruction, and the results are used primarily for assigning grades,
or for certifying pupil mastery of the instructional objectives. The results can be also used, of course, for evaluating the effectiveness of the
instruction.”
5
Therefore, summative test is a kind of test to measure the students’ achievement and the teaching-learning process of the program
for one semester at the end of course. David and Roger have a similar definition with Gronlund which say
“Summative assessments are conducted at the end of an instructional unit or semester to judge the final
quality and quantity of student achievement andor the success of the instructional program”.
6
4
Norman E. Gronlund, Measurement and Evaluation in Teaching, New York: Macmillan Publishing Co., Inc, 1981, p. 124.
5
Ibid, p. 126.
6
David W Johnson and Roger T. Johnson, Meaningful Assessment A Manageable and Cooperative Process, Boston: Allyn and Bacon, 2002, p.7.
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