Its result gives the information about how well students have mastered a particular material and provides them immediate
feedback. With feedback, students can determine their learning errors or weaknesses then they can revise with o
r without teachers’ help.
Thus, in the writer’s opinion, formative test is designed to check students progress during the instruction in mastering one
particular learning point and to give students feedback directly.
3. Diagnostic Test
The result of diagnostic test is intended to show the specific weaknesses and strengths in a particular material or skill.
16
It can be said that it is much comprehensive and detailed because it
identifies the major causes of learning difficulties and then helps prepare a plan for remedial activity.
In his book, Testing for Language Teachers, Arthur Hughes states that, “Diagnostic tests are used to identify learners’ strengths
and weaknesses. They are intended primarily to ascertain what learning still needs to take place.”
17
In addition, “a diagnostic test is designed to determine the degree to which the specific instructional
objectives of the course have been accomplished.”
18
Therefore, by using diagnostic tests, teacher knows what students have mastered and what areas in which a student needs
further help. It is made while students are learning the language. So, diagnostic tests are typically delivered at the beginning or in
the middle of a language course.
16
Robert Lado, Language Testing, The Construction and Use of Foreign Language Tests, London: Longman Group Limited, 1961, p. 369.
17
Arthur Hughes, Testing for Language ..., p. 15.
18
James Dean Brown, Testing in Language ..., p. 15.
4. Summative Test
According to Wilmar Tinambunan, “the summative test is intended to show the standard which the students have now reached
in relation to other students at the same stage. It typically comes at the end of a course or unit of instruction.”
19
To support the opinion above, summative assessment methods are made to determine what a students has accomplished at the
beginning or the end of a language course, then teachers can give a final mark to students.
20
Moreover, Rebecca M. Valette states that, “the summative test is usually given at the end of a marking period
and measures the “sum” total of the material covered.”
21
In conclusion, the summative test is a test that is usually administered at the end of a language course, a semester or an
academic year to know how successful students has achieved a wide range of material within a certain period. On this type of a
test, students are usually ranked and graded.
b. Proficiency Test
James Dean Brown writes, “a proficiency test assesses the general knowledge or skills commonly required or prerequisite to entry
into a group of similar institutions. Such tests are very general in nature and cannot be related to the goals and objectives of any
particular language program.”
22
Furthermore, Arthur Hughes states: “Proficiency tests 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 tests, therefore, is not based
on the content or objectives of language courses that people taking the test may have followed. Rather, it is based on a specification of
19
Wilmar Tinambunan, Evaluation of Students ..., p. 9.
20
Julie Cotton, The Complete Guide to Learning and Assessment, New Delhi: Crest Publishing House, 2004, p. 24.
21
Rebecca M. Valette, Modern Language ..., p. 11.
22
James Dean Brown, Testing in Language ..., p. 10.
