A test may be defined as an activity whose main purpose is to convey usually to the tester how well the testee knows or can do
something. This is in contrast to practice, whose main purpose is sheer learning. Learning may, of course, result from a test, just as feedback on
knowledge may be one of the spin-offs of a practice activity: the distinction is in the main goal.
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Based on the statement that have mentioned above, it can be conclude that a test is a procedure designed to elicit score from which one can make inference
about a certain character of individual. Different from definition above Genesse and Upshur said: “A test is, first
of all, about something. That is, it is about intelligence, or European history, or second language proficiency. In educational terms, tests have subject matter or
content. Second, a test is a task or a set of tasks that elicits observable behavior from the test taker. Third, tests yield scores that represent attributes or
characteristics of individual. In order to be meaningful, test score must have a frame of reference. Test scores along with the frame of reference used to interpret
them is referred to as measurement. Thus, tests are a form of measurement.”
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Through the test, the teacher cannot only measure and motivate the students’ ability but also improve the lesson in teaching learning process. In order
to make a proper decision, the teacher needs accurate data and to gain data, so a good instrument is needed.
a. Kinds of Test
Test can be categorized accordingly to types of information it provides. Based on the purpose of administering a test, test can be divided into four types of
test are: proficiency test, achievement test, diagnostic test, and aptitude test.
9
7
Penny Ur, A Course in Language Teaching, Practice and Theory Cambridge: Cambridge University Press, 1991, p. 33.
8
Fred Genesse and John A. Upshur, Classroom-Based…, p. 141.
9
Arthur Hughes, Testing for Language Teachers Cambridge: Cambridge University press, 2003, p. 11
1 Proficiency Test
Proficiency test are designed to measure people’s ability in a language regardless of any training they may have had in that language. The content of a
proficiency test, therefore, is not base on the content or objectives of language courses that people taking the test may have followed. Rather, it is based on the
specification of what candidates have to be able to do in the language in order to be considered proficient. This raises the question of what we mean by the word
proficient. In the case of some proficiency test, proficient means having sufficient
command of the language for a particular purpose. An example of this would be a test designed to discover whether someone can function successfully as a United
Nations translator. Another example would be a test used to determine whether a student English is good enough to follow a course of study at a British University.
Such a test may even attempt to take into account the level and the kind of English needed to follow courses in particular subject area. It might, for example, have
one form of the test for art subject, another for science, and so on. Whatever the particular purpose to which the language is to be put, this will be reflected in the
specification of test content at an early stage of a test’s development.
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The aim of a proficiency test is to assess the student’s ability to apply in actual situations what he has learnt. It seeks to answer the question: ‘having learnt
this much, what can the student do with it? ‘This type of test is not usually related to any particular course because it is concerned with the student’s current standing
in relation to his future needs. In this view of this future orientation, a proficiency test is the most suitable vehicle for assessing English for specific purpose.
However, the purposes or which it serves as an appropriate testing instrument extend far beyond those which are normally cited as ‘specific purpose’ such as
language for business, for engineers, or for post graduated study. The language
10
Arthur Hughes, Testing for…,pp. 11-12.
needs of any student will be to some extend specific, even if his intention is no more than to use the language as a tourist.
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2 Achievement Tests
In contrast to proficiency tests, achievement test are directly related to language courses, their purpose being to established individual students, groups of
students, or the courses themselves have been in achieving objectives.
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This achievement test that also called an attainment or summative tests looks back over
a longer period of learning than the diagnostic test, for example a year’s work, or a whole course, or even a variety of different courses. It is intended to show the
standard which the standard have now reached in relation to other students at the same stage.
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They are of two kinds: final achievement tests and progress achievement tests. Final achievement test are those administered at the end of a course of study.
They may be written and administered by ministries of education, official examining boards, or by members of teaching institutions. Clearly the content of
these tests must be related to the courses with which they are concerned, but the nature of this relationship is a matter of disagreement amongst language tester.
Progress achievement tests, are intended to measure the progress that student are making.
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3 Diagnostic tests
Diagnostic tests are used to identify learners’ strengths and weakness. They are intended primarily to ascertain what learning still needs to take place. At
the level of broad language skills this is reasonably.
11
Andrew Harrison, A Language Testing Handbook, London: McMillan Press London, 1983 p. 7-8.
12
Arthur Hughes, Testing for …, pp. 12-13.
13
Andrew Harrison, A Language …, p. 7.
14
Arthur Hughes, Testing for …,p. 13-14.
The results of evaluation are intended to find the appropriate way to improve learning and instruction. If pupil fails in a particular subject, a diagnosis
is needed. “A diagnostic test is design to a particular aspect of a language. A
diagnostic test in pronunciation might have the purpose of determining which phonological features of English are difficult for a learner.”
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Thus, diagnostic test is much comprehensive and detail because it searches for the underlying causes of
learning difficulties and then formulate a plan for remedial action.
4 Aptitude Tests
“A language aptitude test is designed to measure a person’s capacity or general ability to learn a foreign language and to be successful in that
undertaking.”
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Aptitude tests are often used to measure the suitability of a candidate for a specific program of instruction or a particular kind of employment.
For this reason these tests are often synonymously with intelligence tests or screening tests.
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Thus, these tests are given before the students begin to study and to select them in section appropriate to their ability.
b. Types of Tests Item
