Teachers use tests to obtain information. The information that teachers hope to obtain will of course vary from situation to situation. It is possible, nevertheless, to categorise tests according to the information these tests ought to provide to the teacher. There are four types of tests (that will be discussed later) : placement tests, achievement tests, diagnostic tests, proficiency tests. Usually teachers use achievement tests, so the grater part of tasks will deal with types of achievement, as they are vital to the teachers of English.
Placement tests as their name suggests are intended to provide information which will help to place students at the stage (or in the part) of the teaching programme most appropriate to their abilities. Typically they are used to assign students to classes at different levels.
Placement tests can be bought, but this is not to be recommended, unless the institutions concerned are quite sure that the test being considered suits its particular teaching programme. No-one placement test will work for every institution, and the initial assumption about any test that is commercially available must be that it will not work well.
Most teachers are likely to be responsible for the preparation and the use of achievement tests. Achievement tests are directly related to language courses, their purpose being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives. They are of two kinds: final achievement tests and progress achievement tests.
Final achievement tests 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. The content of these tests must be related to the courses with which they are concerned.
According to some testers, the content of a final achievement test should...
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