or parallel form. The third method is giving a single administration of the test and then obtaining two scores for each individual. b Validity. If there is sufficient
evidence that test scores correlate fairly highly with actual ability in the skills area being tested, then we may feel reasonably safe in assuming that the test is valid
for our purposes. c Practicality. We must keep in mind a number of very practical considerations, such as economy, ease of administration and scoring, and
ease of interpretation. Without testing, there is no reliable means of knowing how effective a
teaching sequence has been. Testing provides a form of feedback, both for learners and teachers. Moreover, testing has a useful backwash effect; if learners
know they are going to be tested, they may take the teaching and learning activity more serious.
2.2.3.1 Vocabulary Testing
Vocabulary test is designed to put the witnesses’ fluency in traditional languages in the area to the test. If vocabulary knowledge is accepted as a
fundamental component of second language proficiency, it is natural to expect that one of the primary goals of language testing will be to assess whether or not
learners know the meanings of the words they need to communicate in second language.
The first decision that must be made is whether to test the students’ active or passive vocabulary—that is, the words they should be using in their speech and
writing or those they will need merely to comprehend, especially in their reading.
Vocabulary test on an intermediate level will concentrate on the words needed in speaking or comprehending the oral language, while tests on an advanced level
will deal mostly with the lexicon of written English—the words needed by students if they are to understand newspapers, periodicals, literature, and
textbook. There are some types of test to check our vocabulary mastery. According to
Thornbury 2002:132-135 types of vocabulary test are: Multiple-choice test. Multiple-choice tests are the popular way of testing in
that they are easy to score and they are easy to design. Moreover, the multiple- choice format can be used with isolated words, words in a sentence context, or
word in whole texts. On the negative side, multiple-choice test have been criticized because 1 learners may choose the answer by a process of elimination,
which hardly constitutes ‘knowing the right answer; 2 depending on the number of possible answers called distractors, there is a one-in-three or one-in-four
chance getting the answer right; 3 they test recognition only—not the ability to produce the word; 4 they are not easy to design as it might appear. On what
basis are the distractors chosen. According to Hughes 2003:180 multiple choices is used for testing recognition ability.
Cloze test. It is a kind of gap-fill tests that require learners to recall the word from memory in order to complete a sentence or text. Thus, they test the ability to
produce a word rather than simply recognize it. In a cloze test, the gaps are regularly spaced e.g. every seventh, eight, or ninth word. In this way, knowledge
of a wide range of word types—including grammar words as well as content words—is tested.
Word Formation. The students are asked to convert words from one form to another so as to fit a context. This kind of task tests learners’ knowledge of
derivations composer and misplaced as opposed to the incorrect compositor or deplaced. It also tests their ability to interpret the surrounding context, in order to
make the correct choice among several possible derivations. A more revealing test of productive vocabulary knowledge is to set learners
the task of writing a whole text that includes the selected vocabulary items. When scoring such a test, marks can be allocated for both correct form and appropriate
use of each of the selected words. According to Hughes 2003:182, to test the production ability we can use
pictures test this method of testing vocabulary is obviously restricted to concrete nouns that can be unambiguously drawn, definitions, and gap filling. However,
the testing of vocabulary productively is so difficult that it is practically never attempted in proficiency tests.
2.2.3.2 Translation Testing
