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Column:  Language Testing  (May, 2005)

(2005.5.1) Soo im Lee   I am pleased to welcome you to our first language testing column. As column editor I am looking forward to working with members as we try to achieve the following objectives:
  1. To provide the Asia TEFL members with the latest information that describes what is currently happening in language testing in Asia.
  2. To advocate language testing issues and encourage networking among the members.
  3. To introduce the readership to fundamental concepts and techniques in language testing from both theoretical and practical perspectives.
  4. To encourage our readership to work collaboratively to find out the solutions to the challenges the language teachers are currently facing.
While Asia TEFL does not yet have special interest groups (SIGS), the number of papers on language testing given at the Second Annual Conference suggests this might be one of the first to get organized.  Presentations on language testing came from a wide range of countries including Korea, China, Japan, Iran and other Asian countries. Some of the studies were comparative analysis of language testing across different countries in Asia. The findings of these studies provided the Asian TEFL members with the current status-quo of testing in those countries. The topics related to language testing studies presented at the Second Annual Conference of Asia TEFL were varied as seen below:
 Although many language teachers are aware of the importance of language assessment and its impact on their teaching and curriculum, it is not an easy task for them to design good quality language tests. In reality, many TEFL teachers have never received any formal education in language testing and evaluation. Moreover, few teachers understand the basic principles of language assessment. Due to the globalizing economy, acquiring communicative English skills is becoming a crucial state policy for most Asian countries. In line with changes in the function of English, the characteristics of language testing have changed from grammar-oriented tests to more communicative tests. For example, the state examination for universities in Japan, called “Center Test” began to include a listening part in the English examination from 1996. Also, explicit outcomes of language performance are needed for society in the form of the standardized tests. That’s one of the reasons why TOEIC is extremely popular in Korea and Japan and the number of TOEIC examinees is larger than those taking any other English tests available in both countries.

However, Brindley (1997) points out that little is known about how teachers are dealing with such societal demands. As a matter of fact, there are many studies implying the dangers of test-oriented curriculums. In this column, hands-on information and new resources of language testing will be are introduced and some possible research questions are as follows: What tests have been predominant in the Asian contexts and what is the reason behind the popularity of certain tests? What is the language teachers’ awareness of reliability and validity in language testing? What are the fundamental understanding of basic principles in language test construction and presentation? More detailed topics will be also explored and the following topics are examples:
  1. Advantages and disadvantages of “Computer Based Test”
  2. Asia as a  language testing market
  3. Code of Testing Practice
  4. An exploration of an Asian common framework of reference
Tests have both positive and negative aspects and test scores function as a relative indication of a formulaic judgment of performance as compared to others in the class which might foster competitive learning (Brown, 1994). Good quality language tests should be able to offer beneficial washback to help both test-takers and teachers continue effective and efficient learning and teaching. Understanding the Code of Ethics for language assessment could be the first step for all language teachers to improve their tests and there are several examples of such language testing ethics. JLTA (the Japan Language Testing Association) developed a code for practice and conducts workshops for junior and senior high school teachers that combine the presentation of basic theory with hands-on experience with test design, item writing, and test analysis (Thrasher, 2004 ). Such codes of ethics in language assessment are essential at each institute to improve the language teachers’ awareness and treat test-takers as fairly as possible. The Code of Practice emphasizes that Responsibilities and Obligations of institutions preparing or administrating high stakes exams Institutions(schools, companies, certification bodies, etc.) developing and administering entrance certification, or other high stakes examinations must utilize test designers and item writers who are well versed in current language testing theory and practice. It also emphasizes the importance of item writers’ English proficiency levels and their knowledge in language testing.

If anyone is interested in submitting short essays, reports or summaries of work they have been doing, etc., please send them to me at lee@biz.ryukoku.ac.jp. Due to space limitations, submissions should be approximately 300 words long.

References:
Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. NJ: Prentice-Hall.
Brindley, G. (1998). Assessment and reporting in second language programs: Purposes, problems and pitfalls. In E. Li & G. James (Eds.) Testing and evaluation in second language education. Hong Kong: Language Centre. Hong Kong University of Science and Technology. 
Thrasher, R. (2004). The Role of a Language Testing Code Ethics in the Establishment of a Code of Practice, Language Assessment Quarterly: An International Journal, 2004, Vol. 1, No. 2&3, Pages 151-160.