Types of Test Test 1. The Definition of Test
2 Achievement Test Achievement test is used to measure the student has learnt during a course
of instruction. It is given at the end of the course. The content of the achievement test is generally based on the course of syllabus or the course
textbook. Furthermore, according to Alan Davies, et al., achievement test is the designed instrument of to measure the ability of the students after teaching and
learning process in completed, or in accordance with the syllabus in the schools.
15
In addition achievement test will be done at the end of the study program to know the progress of the student after teaching and learning
process.
16
It means that achievement test is a kind of test that will be given at the end of the course or at the end of term. The material that will be tested is based
on the content that the students has learnt. According to Heaton in Writing English Language Test, achievement test
divides into progress test and standardized achievement tests.
17
The progress test is designed to measure to what extent of which the students have mastered
the material taught in the classroom; for example, formative test. That is for giving the teacher feedback about student progres in learning; it can monitor and
decide whether the instruction and the activities during learning were succes or not. And the main concern on formative test is to determine the area of learning
which needs improvement.
18
This test was administered at the end of a unit or end of a semester. The aim is to stimulate learning and to reinforce what has
been taught. Meanwhile, achievement test or attainment included formal test and is
intended to measure achievement on a large scale. These tests are based on what the students are presumed to have learnt
– not necessarily on what they actually
15
Alan Davies et al., Dictionary of Language Testing, UK: University of Melbourne, 1990, p. 2.
16
Tim McNamara, Language Testing, New York: Oxford University Press, 2000, p. 6.
17
Heaton, op. cit., p. 172.
18
Hanna and Dettmer, Northern Illinois University, Faculty Development and Instructional Design Center, Formative and Summative Assessment, 2004, p. 1,
facdevniu.edu
httpfacdev.niu.edu,815.753.0595. Accessed on 01 December 2015.
learnt nor on what has actually been taught. These tests were administered at the end of an in instructional segment not at the end of a unit of the material.
To sum up those concepts about achievement test, the achievement test is one of the tests that is commonly given in the end of term or the study program.
The aim of this test is measuring the student’s understanding during the studying program.
3 Proficiency test Proficiency test is a kind of test that is used to test people’s ability in a
language, without any training before,
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it means that the test will be measured people ability in language, for example if people want to measure they ability in
speaking English before they take English course, they can take a proficiency test. By taking this test, people can know how significant his or her proficiency
in speaking before taking a course. Moreover, another definition of proficiency test can measure what student
have learned and the proficency tests, in fact, usually report student language ability on a continum that reflects a predetermined set of categories.
20
It means that it can measure the proficiency of someone for the specific language
requirements. Furthermore, other definition of this test focuses on not general achievement
but specific skills in certain language program.
21
When writer and reader need to test someone skills and experience in certain language, so we use proficiency
test. It helps someone to decide his or her future course in certain language. By using this test someone can know his or her proficiency level in language.
To wrap up from those concepts above, proficiency test is used to measure the proficiency, skill and experienced in language before the students take a
course or English program. This test also help the students to know their level in understanding in using the language and to know the capabiliy and the
19
Hughes, op. cit., p. 11.
20
Valette, op.cit., p. 6.
21
Heaton, op cit., p. 173.
background knowledge of students relate to their proficiency in language before getting any treatment in a course.
4 Diagnostic test Diagnostic test is administered to diagnose areas of difficulty, so that
appropriate remedial action can be taken later. Gronlund stated that diagnostic test is concerned with the persistent learning difficulties includes more than
diagnostic testing. However, according to Gronlund, tests are used in the total process. Tests are left unresolved by the standard corrective prescription of
formative evaluation.
22
This test help testee determine which area the student’s have difficulty in learning and material that students have lack of understanding.
23
Diagnostic tests is designed to recognize learners strenghts and weaknesses,
24
this test help to make sure which learning still need improvement. This test gave some information related between gaps exist in the command of
language, and could be directed to source of information and practice. To sum up those concepts, the diagnostics test is a test that is designed to
give the test taker and testee to locate the difficulty, error, and misunderstanding in using the language so this test can give the general picture to identify the
remedial and improvement process are should be taken for the next test.
22
Norman E. Gronlund, Measurement of Evaluation in Teaching, New York: Macmillan Publishing Co., Inc.,1981, 4
th
edition, p. 125.
23
Arthur Hughes, Testing for Language Teachers, United Kingdom: The Press Syndicate of the
University of Cambridge, 2003, 2
nd
edition, p. 15.
24
Ibid.
5 Progress test There has been increasing use and significance of progress testing in
education. It is used in many ways and with several formats to reflect the variety of curricula and assessment purposes.
25
It means that the curricula and assessment purposes as a consideration in administering the test.
Progress test is given for student of unit at the end in semester. This hand book can help the teacher to improve the student progress and evaluate for
student achievement.
26
It means that this test is administered in the end of program or course. It helps to give the test taker the information about students
progress and attainment in a course. A progress test has content validity if it measures the contents of the
syllabus and the skills specified in the coursebook. Hence, we should take into consideration the learners’ needs and their particular domain of use to ensure
content validity. It means that progress test includes content validity if it test the content based on syllabus and skills in the text book.
The aim of progress tests are: 1.
“Testing tells teachers what students can or cannot do— in other words, tests show teachers how successful their teaching has been. It provides wash
back for them to adjust and change course content and teaching styles where necessary.
2. Testing tells students how well they are progressing. This may stimulate them to take learning more seriously.
3. By identifying students’ strengths and weaknesses, testing can help identify
areas for remedial work. 4. Testing will help evaluate the effectiveness of the program, course books,
materials, and methods.”
27
25
Carmen Perez Basanta, Coming to Grips with Progress Testing: Some Guidelines for Its Design, This Article Was First Published in Volume 33, No. 3, 1995, p. 37. Accessed on 05 April
2016
26
Valette, op. cit., p. 5.
27
Basanta, loc. cit.
From those types of test, the writer focused on the student achievement. This type of the test gives information because the achievement test is one
of the end of the program in the instructional process, such as summative test.