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More specifically, Hughes 1989: 9 categorizes language tests according to the information that is sought through them. There are, thus, at least four types
of language tests in view of their purposes and objectives. They are proficiency test, achievement test, diagnostic test, and placement test. In order to make a
distinction, those types of language tests are described below.
a. Proficiency Tests
In reference to Hughes 1989: 9, proficiency tests are tests which are designed to measure
whether or not an individual “has sufficient command of a language for a particular purpose”, for example proficiency tests for candidates of
United Nations translator. Proficiency tests measure people’s ability in a language
without considering any language courses they may have had in that language. They simply test the people’s language proficiency for certain needs. Content of a
proficiency test is based on a specification of what the candidates have to be able to do in the language in order to be considered proficient. In short, this type of
language tests does not necessarily relate to a particular language course. Heaton 1975: xi emphasizes that proficiency tests do not need to take into account any
syllabus which test takers have followed because the test takers are generally of various language-learning backgrounds.
b. Achievement Tests
Unlike proficiency tests, achievement tests are related closely to a language course preceding them
because they attempt to measure an individual’s language capability during or after taking the course. McNamara 2000: 7 puts in
plain words the distinction between achievement tests and proficiency tests:
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Whereas achievement tests relate to the past in that they measure what language the students have learned as a result of teaching, proficiency test
look to the future situation of language use without necessarily any reference to the previous process of teaching.
Achievement tests are constructed in order to gather information about students’ progress in relation to a language course they have followed or are
following. Alderson et al. 1995: 12 mention that content of achievement tests is based on the course syllabus or the course handbook. In this way, achievement
tests have a significant position in language teaching and learning in that they support language teaching and learning. Achievement tests function as a means of
language ability measurement as well as feedback provider for educators. They give information on how successful the course or education system has been in
achieving the learning objectives. Hughes 1989: 10 divides achievement tests into two: final achievement
tests and progress achievement tests. The difference between the two is just on the time of administration. While final achievement tests are administered at the end
of a course, progress achievement tests are administered at various times throughout a language course.
c. Diagnostic Tests
