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f. Provide a clear indication that the class has reached a ‘station’ in
learning. Such as the end of unit, thus contributing to a sense of structure in the course as a whole.
g. Get students to make effort in doing the test itself, which is likely to
lead to better result and feeling of satisfaction. h.
Give students tasks which themselves may actually provide useful review or practice, as well as testing
i. Provide students with a sense of achievement and progress in their
learning.
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From the description above, test has some important functions to make the education getting better.
3. Types of Test
There are many types of test used to measure students’ achievement. However, most specialists have agreed on the names of achievement,
proficiency, diagnostic and aptitude tests for the types of test most frequently given.
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a. Achievement Test
In second language instruction, “The achievement test is similar to progress test. However, achievement tests are usually not built around
one part of teaching material but are designed for use with students from variety of different schools and program”.
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According to Andrew Harrison, “An achievement test also called an attainment or summative test looks back over a longer period of
learning that 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 students have now reached in relation to other students at the same stage”
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4
Penny Ur, A Course in Language Teaching : Practice and Theory, Londan : Cambridge University Press, 1996, p. 34
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Mary Finnnachiaro and Sydney sako, Foreign Language Testing, a Pragmatical Approach, New York: Regents Publishing Company, Inc, 1983, p. 15
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Rebecca M. Falette, Modern Language Testing, New York: Harcourt Brace Jovanocich Publishers, 1997, p. 5
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Andrew Harrison, A Language Testing Handbook, Londonn: Macmillan Press, 1983, p. 7
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In addition, a quote by Harold S. Madsen states that, “There is an achievement test that published commercially. But the achievement test
can make us less interested in proficiency test because achievement tests are often prepared to measure progress only in specific textbook
series and most teachers will prepare their own classroom progress tests”.
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b. Proficiency Test
“Proficiency tests are designed to measure people’s ability in language regardless of any training they may have had in that language.
The content or objective of language courses that people taking to the test many have followed. Rather, they based on a specification of what
candidates have to be able to do in the language in order to be considered proficient”.
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In addition, proficiency tests are often global measures of ability in a language or other content area. They are not necessary in developing
or administered with reference to some previously experienced course of instruction. These measures are often used for placement or
selection, and their relative merits lies in their ability to spread students out according to ability on a proficiency range within the desired area of
learning.
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The proficiency test usually consists of standardized multiple- choice items on grammar, vocabulary, reading comprehension, oral
comprehension, and sometimes on writing. c.
Diagnostic Test The results of evaluation are intended to find the appropriate way
to improve learning and instruction. Thus, diagnostic test is much comprehensive and detailed because
it searches for underlying cause of learning difficulties and then formulate a plan for remedial action.
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Harold S. Madsen, Techniques in Testing, New York: Oxford University Press; 1983, p.189
9
Arthur Hughes, Testing for Language Teacher, Melbourne; Cambridge University Press, 1991, p.9
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H. Douglas Brown, Teaching by Principle, an Interactive Approach to Language Pedagogy, San Fransisco; Addison Wesley Longman, 2001, p.6
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d. Aptitude Test
According to H. Douglas Brown in his book “Aptitude test is designed to measure a person’s capacity or general ability to learn a
foreign language and to apply someone to the classroom learning of any language”.
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It is usually used to: 1. Determine readiness for instructional program
2. Classify or place individuals in appropriate language classes 3. Diagnose the individual’s specific strength and weakness
4. Measure aptitude for learning The opinion above is supported by Grant Henning, in his book
“Aptitude tests are often used to measure the suitability of a candidate for specific program of instruction or particular kind of employment.
For this reason these tests are often synonymously with intelligence test or screening test”.
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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 Test Item
