Techniques For Measuring Oral Proficiency

Democratic and Popular Republic of Algeria
Ministry of Higher Education and Scientific Research
Mentouri University of Constantine

Faculty of Letters and Languages
Department of Languages
Techniques for Measuring Oral

Proficiency at University level
Case Study: First Year L.M.D Students, Department of
English University of Bejaia
Thesis Submitted to the Department of Languages in Candidacy for

the Degree of Doctorat d'Etat in Applied Linguistics
Submitted by: Supervisor:

Mr. DERRADJI Salah Prof: ABDERRAHIM Farida
Board of Examiners
Chairman: Prof. MILIANI Mohamed

University of Oran
Supervisor: Prof. ABDERRAHIM University of Constantine
Farida Member: Prof. SAADI Hacene University of Constant;nc
Member: Prof. HAROUNI Zahri University of Constantine
Member: MC. HOCINE Nacera University of Annaba
Year 2005
a1.=111111,11■
AMMON
Democratic and Popular Republic of Algeria
Ministry of Higher Education and Scientific Research
Mentouri University of Constantine

Techniques for Measuring Oral

Proficiency at University level
Case Study: First Year L.M.D Students, Department of
English University of Bejaia
Thesis Submitted to the Department of Languages in Candidacy

for tie Degree of Doctorat d'Etat in Applied Linguistics
Submitted by: Supervisor:

Mr. DERRADJI Salah Prof: ABDERRAHIM Farida
Board of Examiners
Chairman: Prof. MILIANI Mohamed University of Oran
Supervisor: Prof. ABDERRAHIM University of Constantine
Farida Member: Prof. SAADI Hacene University of Constantine
Member: Prof. HAROUNI Zahri University of Constantine
Member: MC. HOCINE Nacera University of Annaba
Year 2005
ACKNOWLEDGEMENTS
I wish to express my sincere gratitude to my supervisor Prof: Farida

ABDERRAHIM for her guidance, her unreserved attention and the time she spent
witnessing my efforts throughout this work.
I am also grateful to the teachers of the Department of English, Faculty

of Languages and Human Sciences, University of Béjaia whose help and
collaboration in the running and answering of the questionnaire is invaluable
and to their students who have answered the questionnaire, without whom there
could not have been any research.
I would also like to extend and express my thanks to Prof. Mohamed

MILIANI from the University of Oran for his helpful discussions and
suggestions while doing this work.
My sincere thanks in advance again to Prof.Mohamed MILIANI, Prof.

Hacene SAADI, Prof Zahri HAROUNI, Dr .Nacera HOCINE for their
acceptance to be members of the jury and for their great efforts and effective
cooperation.
ABSTRACT
The present study which is composed of eight chapters, discusses issues

related to language testing; covering points which deal with principles of testing,
basic considerations and approaches in language testing. Special interest is
reserved to examine the development of some adequate oral testing techniques
which will develop genuine oral communication in the students of English (first
year students, Department of English, Faculty of Languages and Human
Sciences, University of Béjaia.)
Investigations and research have shown that in very recent years, there has
been a growing interest in the application of testing procedures that are totally
different from traditional forms of assessment. More authentic forms of
measurement have become increasingly popular in the foreign language classes.
These forms of assessment are more student centered in that, in addition to being
an assessment tool, they provide the students with instruments to be more
involved in their learning "journey", and give them better sense of control and
responsibility of their own learning.
It is in this light, that this research work aims to identify, define and
propose some of the alternative, authentic forms of oral assessment which can
offer to both learner and teacher( tutor) valuable insight into the individual's
cognitive processes, rather than simply revealing an ability to memorize and
repeat. We believe that the proposed alternatives can better meet the needs of a
wider range of students in facilitating learning and readiness for life outside the
classroom.
iii
The study discusses the history of portfolio assessment, decisions that
need to be made before beginning the portfolio assessment process (for example,
what it will look like, who should be involved, what should be assessed, how the
assessment will be accomplished), designing a portfolio system (for example.,
criteria and standards), using portfolio results in planning, and issues related to
assessment practices (for example, accountability).
The principle of this new vision is that learners should demonstrate, rather
than tell about, what they know and can do. Documenting progress toward
higher order goals such as application of skills and synthesis of experience
requires obtaining information beyond what can be provided by standardized or
norm-based tests. In this "authentic assessment", referred to as "portfolio
assessment", information or data is collected from various sources, through
multiple methods, and over multiple points in time. Contents of "portfolio
assessment" (sometimes called "artifacts" or "evidence") can include drawings,
photos, video or audio tapes, writing or other work samples, computer disks, a
research work done individually or in pairs in a library or collected from internet
or from any other source.
To facilitate the understanding and implementation of this new notion of

assessment, both teachers and learners were provided with the needed support
and handouts (literature) on how to use portfolios, including their design,
management, and interpretation. Suggestions wee also offered, aiding students to
become better learners. Guidelines were given for planning portfolios, how to
use them, selecting of portfolio contents, reporting strategies, and its use in the
classroom
The investigation was led through two questionnaires, (one for the
students and another for the teachers) in order to build up an expression of
iv
learners' needs and specify the effectiveness of the alternative to be adopted for
this population of learners which will promote better learning(by increasing self
confidence and motivation in comparison to the traditional way of assessment).
After the analysis of the data collected from the two questionnaires and the
tutoring sessions, the results revealed that a large majority of the informants (
both teachers and students) expressed their readiness and will to adopt the new
method, if they are prepared and trained for such challenge. Consequently, a
portfolio technique is recommended by the writer as an efficient tool of
evaluation, not only to enhance the students' ability to communicate in the target
language, but also to gain a progressive autonomy and self reliance in their
learning process as well.
v
LIST OF ABBREVIATIONS AND SYMBOLS
ACT FL : American Council on the Teaching of Foreign Languages

BBC
: British Broadcasting Corporation
CAT
: Computer Adaptive Testing
CBT
: Computer Based Testing
CLA
: Communicative Language Ability
CLT
: Communicative Language Teaching
CNN
: Cable Network News
CRT
: Criterion Referenced Test
EFL : English as a Foreign Language
ELT : English Language Teaching
ESP : English for Specific Purposes
GE
: General English
IELTS L.
: International English Language Testing System
M.D
: Licence, Master, Doctorat
MCQ N.
: Multiple Choice Questions
R.T
: Norm Referenced Testing
T O E F L: Teaching of English as a Foreign Language
vi
LIST OF TABLES
Table 1: Mismatch between Learning Activities and Testing Activities 18

Table 2: Superior - Expert User Assessment Scale 119
Table 3: Advanced Level Assessment Scale 120
Table 4: Intermediate Level Assessment Scale 122
Table 5: Novice Level Assessment Scale 125
Table 6: Oral Proficiency in Spoken English. 173
Table 7: Students' Reaction to Testing. 174
Table 8: Students' Nervousness before the Test. 176
Table 9: Students' Nervousness during the Test. 177
Table 10: Students' Opinion about the Teacher being the Sole Responsible 179 for
Testing.
Table 11: Students' Definition of Testing 181

Table 12: Exploiting Testing Sessions to Enhance Students' Oral 182
Performance
Table 13: Regularity in Testing 183
Table 14: Reaction to Being Regularly Tested 184
Table 15: Relatedness of Conducted Tests to the Course 185
Table 16: Frequency of Relatedness of the Tests to the Course 186
Table 17: Relatedness of Test Results to Students' True Level 188
Table 18: Frequency of Relatedness of the Results to Students' True Level 189 Table
19: Decisions Made when the Test Results do not Reflect Students'
True Level. 190

Table 20: Possibility of Doing Better in a Test if Conducted by another 191
Teacher
Table 21: Appropriateness of the Level of Difficulty of the Test Activities 192 Table
22: Frequency of Appropriateness of the Level of the Test Activities 193
Table 23: Adequacy of Discrimination between the Students' 195
vii
Performances at Different Levels of Attainment
Table 24: Frequency of Adequacy of Discrimination between the Students'
Performances at Different Levels of Attainment 196
Table 25:
Adequacy of the Time Allotted 197
Table 26:
Awareness about the Marking Scheme Used by the Teacher 198
Table 27:
Language Aspects included in the Marking Scheme 199
Table 28:
Clarity of Indication of the Marking Scheme in Relation to 200
the Marks to be Awarded for Different Parts of a Question or the
Relative Weighting of Criteria that Might be Applicable.
Table 29:
Non linguistic Features in the Marking Scheme 201
Table 30:
Frequency of Evaluating Non linguistic Features 202
Table 31:
Techniques Used to Evaluate the Students' Oral Proficiency. 204
Table 32:
Adequacy of the Techniques Used to Evaluate the Students' 206
Oral Proficiency
Table 33:
Students' Understanding the Test Directions 209
Table 34:
Students' Familiarity with Self -Assessment 211
Table 35: '
Students' Ability of Self —Assessment 212
fable 36:
Opportunities Given to Students to Self —Assess 213
Table 37:
Experience in teaching 220
Table 38:
Experience in Teaching Oral Expression 221
Table 39:
Experience in Teaching Oral Expression in the First Year 222
Table 40:
Teacher the Sole Responsible for Testing? 223
Table 41:
Teachers' definition of Testing 225
Table 42:
Exploiting Testing Sessions to Enhance Students' Oral 226
Performan
ce.
Table 43:
Regularity in Testing Students 227
Table 44:
Devising Tests 228
Table 45:
Administering and Conducting Tests 230
viii
Table 46: Teachers' opinion about the Relationship of Conducted 231
Tests to Covered Courses
Table 47: Frequency of Relationship of Tests to Covered Topics 232
Table 48: Relationship of Test Results to Students' True Level 234
Table 49: Frequency of Relationship of Test Results to Students True Level 235
Table 50: Frequency of Appropriateness of the Difficulty of the test 236
Activities
Table 51: Frequency of Adequacy of Discrimination Between the 238
Performances of Candidates at Different Levels of Attainment
Table 52: Relationship between Rewarded Abilities and the 239
Activities Designed to Assess
Table 53: Anticipation of Candidates' Responses by the Marking Scheme 240 Table
54: Clarity of Indication of the Marking Scheme in Relation to the
Marks to be Awarded for Different Parts of Question or the

Table 55: Possibility of Alternative Answers by the Marking Scheme 242
Table 56: Subjective Judgement in the Marking Scheme 243
Table 57: Easiness of Interpretation of the Marking Scheme 244
so as to Ensure Reliable Results.
Table 58: Order of Language Aspects Tested 246
Table 59: Evaluation of Non linguistic Features 247
Table 60: Frequency of Measuring non linguistic Features 248
Table 61: Techniques Used to Evaluate Students' oral Proficiency. 250
Table 62: Teachers' Opinion about Students' Ability to Evaluate 251
Themselves
Table 63: Opportunities Given to Students to Assess their Oral Proficiency 253
Table 64: Possibility of the Administered Tests to Take another Form 254
Table 65: Student Self-Assessment of listening and Speaking 290
Table 66: Proficiency Guidelines: A Self-Assessment of Speaking 291
ix
,,
Table 67: Rubric for measuring students' Oral proficiency 292

Table 68: Rubric for Assessing Portfolio Oral Presentation 293
x
LIST OF GRAPHS
Graph 1: Oral Proficiency in Spoken English 174

Graph 2: Students' Reaction to Testing 175
Graph 3: Students' Nervousness before the Test 176
Graph 4: Students' Nervousness during the Test 178
Graph 5: Students' Opinion about the Teacher Being the Sole 179
Responsible for Testing
Graph 6: Students' Definition of Testing 181
Graph 7: Exploiting Testing Sessions to Enhance Students' Oral 182
Performance
Graph 8: Regularity in Testing 183
Graph 9: Reaction to Being Regularly Tested 184
Graph 10: Relatedness of Conducted Tests to the Course 186
Graph 11: Frequency of Relatedness of the Tests to the Course 187
Graph 12: Relatedness of Test Results to Students' True Level 188
Graph 13: Frequency of Relatedness of the Test Results to Students' 189
True Level
Graph 14: Decisions Made when the Test Results do not Reflect 190
Students' True Level.
Graph 15: Possibility of Doing Better in a Test if Conducted by 191
another Teacher
Graph 16: Appropriateness of the Level of Difficulty of the Test Activities 193
Graph 17: Frequency of Appropriateness of the Difficulty of the Test 194
Activities
Graph 18: Adequacy of Discrimination between the Students' 195
Graph 19: Frequency of Adequacy of Discrimination between the Students' 196
xi
LIST OF DIAGRAMS
Diagraml: Components of Communicative Language Ability in 85

Communicative Language Use.
Diagram 2: Components of Language Competence. 86
xiv
.,-
CONTENTS
INTRODUCTION
I- Statement of the Problem 2
II-Aim of the Study 4
III- Hypothesis 5
IV Means of Research 7
V-Description of the Study 9
CHAPTER ONE: PRINCIPLES OF LANGUAGE TESTING

Introduction 12
I- Testing and Teaching 13
II-Types of Assessment 14
1- Summative Assessment 15
2- Formative Assessment 17
III- Aims of Testing 22
1-The role of Testing 22

2-Learners' Expectancies 25
3-Teachers' expectancies 26
4-Evaluation of the programme 28
5-Institutional requirements 29
IV- Characteristics of Tests 31
1- Test Functions 31
2-Objective and Subjective Testing
32
Conclusion
36
xv
CHAPTER TWO: BASIC CONSIDERATIONS IN TEST
DESIGN
Introduction 38
I- Developing a Test 38
1-Stages of Development of a Test 38
2-Test Items 40
3-Variables Affecting Test Performance 42
II - Criteria of Test Design 44
1- Validity 45
1.1- Content Validity 46

1.2-Criterion Validity 51
1.3-Construct Validity 56
1.4-Wash back Validity 61
2-Reliability 64
-Factors which Affect Reliability 65
3-Practicality 69
Conclusion 70
CHAPTER THREE: APPROACHES TO LANGUAGE
TESTING
Introduction 72
I -The Structuralist Approach 73

II- The Psycho- Sociolinguistic Approach 77
III-The Communicative Approach 82
1- Communicative Language Ability 82
2- Characteristics of a Test 87
xvi
Conclusion - 97
CHAPTER FOUR: TESTING ORAL PROFICIENCY

Introduction 99
I- The Oral Proficiency 100
II- Oral Proficiency Testing 103
1-Approaches to Testing the oral proficiency 103
2- Specificity of Oral Proficiency Testing 106
3-Criteria of Testing Oral Proficiency 107
4- Improving the Reliability of Oral Examinations 111
5- The Assessment Scales 118
III- Procedures in Testing Oral Proficiency in the Department of 127
English
Conclusion 129
. CHAPTER FIVE: ORAL PROFICIENCY TESTS
Introduction 131
I- Traditional Assessment Techniques 131
1- Multiple Choice Questions (MCQ) 131
2- The Oral Interview 145

3- Group Work 138
4- Problem-Solving 140
5- Role Play 142
6- Discussion 144
II-Self -Assessment 146
1-Definition 146
2-Research in Self- Assessment 147
3-Aspects of Self -Assessment 150
3.1-Responsibility 151
xvii
3.2-Learner Training 152
3.3-Innovation in Self Assessment 153
4-Reservations as to the use of Self Assessment: The Problem of Bias 154
III-Portfolio Assessment 156
1-What is a Portfolio 156
2-Why Use Portfolio Assessment 157
3-Stages in Implementing Portfolio Assessment 159
4-Advantages and Disadvantages of Using Portfolio Assessment 164
Conclusion 167
CHAPTER SIX: NEEDS ANALYSIS

Introduction 169
I- Students' Questionnaire 170
1-Aim of the Questionnaire 170
2-Description of the Questionnaire 170
3-Analysis of the Results 173
II-Teachers' Questionnaire 216
Conclusion 256
CHAPTER SEVEN: PORTFOLIO ASSESSMENT
Introduction 258
I- Developing a Portfolio 258
1- Directions to the Students 258
2- Students' Portfolios 262
II- Scoring the Portfolios 288
1-Crieria of Portfolio Assessment 288
2-The Rating Scale 294
xviii
III- Evaluation of the Experiment 297
Conclusion 299
CHAPTER EIGHT: RECOMMENDATIONS
Introduction 301
I- Designing a Portfolio 301
II- Answers to Teachers' Concerns about Portfolio Assessment 304
III- Answers to Students' Concerns about the Oral Tests 309
IV- Advice and Action Plan for Students 314
V- Advice to Teachers 316
Conclusion 318
GENERAL CONCLUSION 319
APPENDICES 323
APPENDIX I: The LMD System 324
APPENDIX II: Students' Questionnaire 334
APPENDIX III: Teachers' Questionnaire 348
GLOSSARY OF IMPORTANT TESTING TERMS 362
BIBLIOGRAPHY 371
xix
INTRODUCTION
I - Statement of the Problem 2
II - Aim of the Study 4
III- Hypothesis 5
IV-Means of Research 7
V-Description of the Study 9
1
INTRODUCTION
I- Statement of the Problem
The assessment of language learning results, especially in a formal

testing situation, has become more difficult than it used to be. There are
several reasons for this. The most important one is the shift of emphasis from
reading and writing skills, or from formal correctness in the use of the
language, to aural/oral skills and to what has become commonly termed
«communicative competence ». In the traditional school setting, for instance,
to be able to translate prose texts into the foreign language, to be able to
produce a neatly organised essay on a specified topic, are manifestations of
language use which are comparatively simple to assess, by means of ordinary
paper-and-pencil tests or conventional written exams. In this kind of tests,
testers can administer the test to many people at once, do the evaluation (the
marking) all by themselves, without using a complicated technical apparatus,
and do it at a time which suits them.
Measuring oral proficiency (« communicative competence »), i.e.,

the skill which most learners today regard as their first priority is much more
problematic, undertaking, especially when the teacher is faced with large
sections. It requires individual treatment of the learners (although speaking
tests are sometimes administered as group tests in language laboratories), and
a fairly elaborate testing arrangement, typically with a trained tester
conducting a structured interview. This means that one has to solve a number
of practical problems (for example, the number of markers, the marking
2
scheme) and the need to have more time at one's disposal. There are also
some very difficult criterion problems to tackle: in which case did
communication actually take place and to what extent should one take into
account non-linguistic features, i.e., gestures, facial expressions, and other
non-verbal signals?
When assessing Oral Proficiency, one has always to find answers to

questions related to validity:
How does one measure linguistic aspects such as fluency, stress,
intonation, correctness and appropriateness of response. (Which, needless to
say, are very important from the communication point of view)? How should
these components of the spoken language be weighted against more easily
evaluated variables such as syntactic accuracy, vocabulary command,
pronunciation correctness?
Further, there is the problem of how to make sure that different testers (
for example, interviewers) apply the same standards when scoring. There must
be some guarantee that a given candidate is judged in roughly the same way
whoever conducts the test. This relates to the reliability problem, which can
only be solved through extensive experimentation and careful statistical
analyses.
In sum, we can say that nowadays the importance of aural/oral skills

and «communicative competence » is emphasised in language learning and
testing. In practice, this means that it has become more difficult for the
language teacher and tester to assess the results of learning (mainly because
oral tests are more time-consuming to administer and more difficult to
evaluate than conventional tests measuring other skills).
3
II-Aim of the Study
In this study, we aim to demonstrate that some of the alternative forms

of oral assessment can offer both learner and teacher (tutor) valuable insight
into the individual's cognitive processes, rather than simply revealing an
ability to memorize and repeat. If this focus on the process of learning begins
early in the programme of study, it means that the benefits of understanding
one's own learning agenda are felt from the outset. It also allows time for the
student to further develop as an effective learner, over time, gaining
proficiency in the range of learning skills most appropriate to his / her own
context.
Our interest centres around testing oral proficiency. Testing this ability
requires specific techniques: Multiple choice questions, group work, role play,
problem solving, discussion, self assessment and portfolio. In our magister
study, we came out with the conclusion that learners will be able to speak
comprehensibly if some of the stated techniques are used to enhance the skill
and engender spontaneous flow of language. Teachers can find and adopt more
and more interesting, genuine and adequate methods of developing the spoken
language they can try to apply these in the classroom, advocating authenticity
of materials, relevance of situations in which speaking is an appropriate
activity,reflecting cultural sensitivity. They can make the learning
environment as conducive to expression and language acquisition as possible
In this study, we are interested in investigating the use of the proposed

techniques and their appropriateness, with the ultimate aim to propose to first
year university students at the Faculty of Languages and Human Sciences,
University of Béjaia, a battery of tests which could be used in the context of
the listening and speaking comprehension unit. The students involved in this
4
study, are enrolled in the new system of higher education, i.e. Licence,
Master, Doctorat. (LMD).This new proposed system of education is based on
international norms; it is a response to the dysfunctions which appeared in
the previous system. This new vision aims to ensure a high quality education.
(See Appendix 1)
III-Hypothesis
We believe that our students need to be trained so as to make of them

independent, conscious and confident learners. In this sense, we hypothesize
that we can help them increase their motivation and personal involvement in
the learning process if we introduce the strategy of assessing one's abilities
through the Portfolio Assessment Project at different points in the language
learning process. The teacher (the tutor) has also a very determinant role in
incorporating these strategies as cornerstones in the student's learning process
and environment.
Students need to self-assess in order to monitor their learning progress.

For example, through portfolio and self-assessment, students will learn that
their progress and grade do not depend solely on the teacher, but in large part
on themselves. Regularly used, portfolio and self-evaluations can help
students track areas of strength and weakness and address problems before
final exams are issued. Self-evaluation also allows teachers to see how
students view their progress, leading to individualized instruction and to
initiation to autonomous learning.
It is true that many students may not at first feel comfortable with self-
evaluation, thinking that it is the job of the teacher to evaluate. However, it
is our strong belief that students cannot grow as active learners if they are
not able to assess their own abilities and progress and set a path for future
5
learning. Students need to be taught the strategy of self-assessment explicitly
and to be supported in their use of the strategy. The greatest value of self-
assessment and portfolios is that, in building them, students become active pa
rticipants in the learning process and its assessment.
We also believe that promoting this new vision to assessment will

hopefully engender a dynamic pedagogy where the students are actors of their
training and the educational team is a support, a guide and adviser which
come with them all along their academic training. When students are asked to
rate their current abilities, the academic team (tutors) will be prepared to
suggest and provide them with the tools and criteria with which they will
assess themselves.
6
IV-Means of Research:
In order to propose an effective battery of tests for a population of first year

students of English, we started by assessing the effectiveness of the techniques
which were being used to measure the learners' oral proficiency and suggest
alternatives of measurement. We made recourse to two means of research
commonly used in second language studies.
• Students' and teachers' Questionnaires to examine the existing
system of evaluation and find out whether the population under
study accepts alternatives and the new vision, in the context of
oral proficiency assessment.
• Experimentation done on a group of first year students, who are
encouraged and guided to make their own portfolios.
The oral proficiency of the population under study was evaluated

through "a Portfolio". We introduced the idea of "a Portfolio" to the learners
which is the selection of the student's work that is a representation of his/her
development as a speaker, language user, and thinker over time. We also
explained that there were two kinds of portfolios: comprehensive and
selective. A comprehensive portfolio contains all student's work, including
notes, diagrams, peer responses, final revisions, and teacher comments. A
selective portfolio does not contain every artifact that he/she has produced in
the class over the course of the semester, but rather a selection of work that
he/she feels best represents his/her progress in this course as a user of English.
In this study, we opted for a selective "Portfolio".
A few weeks before conducting the test, we made it clear to the students
involved in the study that what they need to do is to include artifacts in their
portfolios that evidence their development with respect to the study of English
and their reflections on that development. We also explained to them
7
that they should not necessarily place their best work in their portfolios, but
the work that most clearly represents their development, and that if they
simply put copies of assignments into their portfolios, they will not receive a
favourable evaluation. They were encouraged to reflect on their work and
comment on why they think particular artifacts represent their development
and progress. This means that for each sample of their work that they place in
their portfolio, they must also place an accompanying piece that explains in
detail how the first piece represents their development.
We also clarified to the students that comparison and reflection are

crucial elements of "a portfolio". For example, they may choose to place the
first and second drafts of their first recording of a passage or a discussion in
their portfolio. Alongside these two artifacts, they must place their reflections
on their development from the first version to the final version. They might
include concrete examples of how they began to introduce themselves during a
summer course in an English speaking country, using different expressions for
introducing themselves. They might also discuss content realizations that they
had in the course. We proposed to the students, examples of the types of data
they might place in a portfolio, such as: a recording of their speaking English,
reciting a poem, the results of an office (tutoring) hour which they spent with
their professor, the notes they prepared for class discussion as they were
listening to evening news on BBC or CNN..... Explaining that the principle of
a portfolio is that they can place anything of interest in there.
In such measurement, students are not graded against a norm or

standard. If we accept that we are all individuals, we all have different
abilities, capabilities, interests, strengths and weaknesses. Therefore, it is not
fair to subject the learners to a one-size-fits-all assessment such as a grammar
quiz or a multiple choice exam. Instead, in this type of assessment learners
8
have the opportunity to capitalize on their strengths, interests, and abilities in the
form of portfolio assessment.
V-Description of the Study
The study is divided into eight chapters. The first chapter presents an
account of the principles of language testing. It deals with issues related to
types and aims of testing. It also discusses the characteristics of different tests.
The second chapter reviews the basic considerations in test design. It

covers the concepts of validity, reliability and practicality. The status of the
various types of validity, and how the concept of validity relates to those of
practicality have been examined from a deeper, theoretical perspective.
Chapter three is an attempt to illustrating the different approaches to

language testing and their limitations in terms of the criteria of validity,
reliability and practicality. These approaches to testing are described in terms
of the particular focus they represent.
The fourth chapter provides the methodology related to approaches and

aims of testing the oral proficiency. We have highlighted some criteria to
consider while testing the oral ability, taking into consideration elements such
as reliability and validity. Some assessment scales of this proficiency are
proposed as well.
In the fifth chapter, different techniques for testing oral proficiency

have been appraised, mentioning the element of innovation. Although their
coverage is wide and interrelated, only their applicability in the language
9
classroom has been considered. Some of the techniques proposed promote a new
vision of measurement based on self assessment.
Chapter six, which is the first practical part of this study, is devoted to the
analysis and interpretation of the data collected from the students' and teachers'
questionnaires.
Chapter seven is based on the description, analysis and assessment of the "po
rtfolios" produced by the students. It illustrates the principles of this alternative
assessment and the different steps to follow.
Finally, in chapter eight, we have provided the reader with some

suggestions and recommendations to the implementation of self assessment
and portfolio.
It was also felt necessary to provide the reader with the most important
testing terms and definitions that should prove useful in helping to understand the
information provided in this research work.
10
CHAPTER ONE
PRINCIPLES OF LANGUAGE TESTING
Introduction 12
I- Testing and Teaching 13
II-Types of Assessment 14
1-Summative assessment 15
1-Formative assessment 17
III- Aims of Testing 22
1-The role of Testing 22
2-Learners' Expectancies 25
3-Teachers' expectancies 26
4-Evaluation of the programme 28
5-Institutional requirements 29
V- Characteristics of Tests 31
1- Test Functions 31
2-Objective and Subjective Testing 32
Conclusion 36
11
PRINCIPLES OF LANGUAGE TESTING
Introduction
The amount of work which has been done in the testing field is quite
substantial. Most of the research, discussion, thinking and writing, however, has
focused on testing methods, i.e., the how of testing. On the other hand, the why of
testing —perhaps not surprisingly- is seldom questioned.
We can say that evaluation, in a broad sense, is part of communication.

When two or more people interact, their language production is a result of
choices from a language repertoire, according to the different factors at play in
a given speech event in Hyme's terms, i.e., the setting, the topic, the purpose of
interaction, the roles of addressor and addressee, the channel and the message
form. On the basis of these assumptions, each participant in the interaction will
probably judge his/her own decisions regarding how to proceed in the
interaction (Breen and Candlin: 1980). Other sorts of behavior —not
necessarily linguistic- are also evaluated on the basis of the same assumptions,
for example, gestures, attitudes, way of dressing. Clearly enough, such an
evaluation is usually not overtly expressed. Moreover, it is true that different
participants in an interaction might be perceived as having more or less status,
power or authority.
This is the sort of evaluation which happens in "normal" conversation.

When we look at the context of the foreign language classroom, however, as in
most school situations, the concept of evaluation is narrowed down to become a
synonym of formal tests. This idea is so established as part of school life that
tests are an expected component of a school curriculum.
12
I-Testing and Teaching
We can notice that so many examinations in the past have led to a

separation of testing from teaching. However, we believe that both testing and
teaching are so closely interrelated that it is virtually impossible to work in
either field without being constantly concerned with the other. Teaching has
always been a process of helping others to discover "new" ideas and "new"
ways of organizing what they learned. Whether this process took place through
systematic teaching and testing, or through a discovery approach, testing was,
and remains, an integral part of teaching.
According to Mac Donald, (1973:1-2)"Testing is the process of conceiving,

obtaining and communicating information for the guidance of educational
decision making, with regard to a specified programme" As for Rea-Dickins and
Germain, (1992:16) "Testing is the principled and systematic collection of
information for purposes of decision making" Earlier definitions of evaluation
tended to focus on judgemental aspects and reinforce, the potential of evaluation
in a supportive role vis a vis institutional, curriculum development.
Tests may be constructed primarily as devices to reinforce learning and to

motivate the student, or primarily as a means of assessing the student's
performance in the language. In the former case, the test is geared to the teaching
that has taken place, whereas in the latter case the teaching is often geared
largely to the test. Standardised tests and public examinations, in fact, generally
exert such a considerable influence on the average teacher that they are often
instrumental in determining the kind of teaching that takes place before
the test.
It can be argued with some justification that language examinations in

the past have exerted a harmful influence on the language teacher and have
13
considerably inhibited language learning by encouraging teachers to teach about
the language. As a consequence, relatively few teachers sought to provide the
maximum opportunity for their students to practise the language itself. Many
external examining bodies today seek to measure the candidate's actual
performance in the language, and in this way, sometimes, exert a beneficial
influence on syllabuses and teaching strategies. Yet, however much concerned a
public examining body may be about the effects on teaching (i.e. the backwash
effects which will be discussed in detail in chapter two) of its particular
examination, the main purpose of that examination is measure the candidate's
ability to use the target language. The examination is thus primarily an instrument for
measuring and evaluating performance.
In this chapter, we will look at some of the possible reasons why formal tests
have such an important role in most school systems. We will also discuss the
implications of an approach to evaluation which disempowers both learners and
teachers and does not encourage learner responsibility and autonomy.
II-Types of Assessment
The expression "formal test" has been used to refer to the kind of test
which is set and recognized by an institution of examining board for the sake of
placement, promotion or the issuing of a certificate. By contrast, informal tests
would be the small-scale, teacher-prepared tests which are used as spot- checks
during a course of instruction. The latter may not necessarily be used for the
sake of attributing a set of marks to each learner but would mainly serve as
feedback for teachers and learners. Another way of putting these different sorts
of tests into perspective, especially in relation to the frequency with which they
take place is in terms of summative and formative assessment. Bloom (1971:62)
defines summative assessment as "a judgment about learners with regard to
14
the effectiveness of learning and instruction after it has taken place").and
Formative assessment, as "the use of systematic evaluation during the process
of learning for the purpose of improving that process". From this definition, we
can see how these types of assessment are usually viewed and implemented.
1-Summative Assessment.
Summative assessment usually takes the form of a `final" test, i.e., one
which is taken by students at the end of a certain course period —a month, a
course book, a semester, an academic year, a whole course. It aims at evaluating
learners' performance, attributing them a set of scores and a pass or fail mark.
This test is written by the classroom teacher or most probably by an examining
board, either external to or from within the institution and it is normally
considered to be an objective, valid measure of performance. Summative
assessment usually gives learners little or no feedback in terms of particularly
good areas or weak areas of performance where improvement is required.
The main point to be mentioned in favor of summative assessment is that, it

is a way of checking individual learners' performance in relation to course
objectives. We can say, however, that this presupposes tests which attend to the
demands of construct and content validation as well as those of reliability. We
must have very well defined objectives for a course as a whole and for the
different segments of this course, for example, semester, months. If all these
conditions are met, summative assessment has a clear role to play in an
institutional context. This role is basically that of fulfilling the requirements of
the different (sometimes opposing) forces of the different parties involved in a
testing operation, mainly those associated with an institutional perspective.
I5
The problems or disadvantages of summative assessment are basically a matter of
emphasis of both the frequency with which summative assessment occurs and the
weight it has in relation to formative assessment.
Rea (1985:30) defines evaluation as testing activities which satisfy

requirements external to the teaching situation, i.e., those identified by an
institution or examining board. "Assessment and appraisal activities are, on the
other hand, internal to the English Language Teaching (E.L.T) programme. The
former generally implies assigning a grade to a piece of work whilst the latter
does not". From Rea's point of view, we can imply that the overall grade is a
sum of the different marks obtained by a candidate in different instances of
evaluation. In other words, assessment and appraisal seem to have the function
of providing learners with feedback on their progress, but not marks upon which
their promotion or issuing of degrees may be decided. It is also interesting to
notice that any form of evaluation which is carried out by students —i.e., self-
appraisal or peer -observation- does not involve the assignment of grades to
students' work.
We would find it difficult to convey to students (and teachers) ideas such

as students' responsibility for their own learning and a focus on the process of
learning.(these are indeed the recommendations of the LMD system) If only the
grades attributes to formal tests described as "external" to the teaching process (
in the sense that they are probably standardized and imposed from authorities
which are above the teacher) are taken into consideration for the issuing of the
overall grade, teachers' and students' assessment is automatically discredited.
Moreover, if these tests are implemented at very short intervals, one has to
assume that learning objectives can be divided into equally short, self-contained units.
Learning would consist of mastery of separate blocks which should be
16
mastered over a certain period of time and immediately put into practice or `display"
through a test.
2-Formative Assessment
Formative assessment is basically aimed at improving the process of

learning. Improvement will be sought through actions in relation to feedback
given to teachers and learners during the course of instruction. This feedback
can be collected through, not only typical test-like devices, but also through
teachers' observations, questionnaires, peer and self-evaluation. The marks
attributed to such exercises are not necessarily added to students' overall scores.
According to Rea(1985:29)
. .testing strategies for the purposes of formative

assessment will include self-appraisal, peer group
observation, and record and diary keeping. It will be
noted that student participation is largely confined to
appraisal activities whereas assessment in the form of
test will be largely the domain of the teacher.
Formative assessment aims at identifying areas which might benefit from

intervention and therefore lead to improvement. The different instruments used
for assessment for example, homework, performance in classroom activities,
responses to questionnaires- will try to provide learners and teachers with
insights into individual learners' development in relation to the programme.
Adjustments will then be made, either in the programme or by individual
students, in case problems are spotted and not a pass or fail, after which there is
nothing else to do except for going on to the next level in the course or
repeating the same one.
17
Proficiency-oriented learning activities Current achievement testing activities
- Large variety of tasks and contexts - little variety in test methods and formats
- Integration of language skill areas - Focus largely on separate receptive skills

- Synthesis of knowledge and skills in - diagnostic discrete-point tasks and
extended and global tasks scoring procedures
- Focus on message, function and form - focus form before function and message
- Group collaboration and individual work - individual work only

(group effort=cheating)
- encourage resourcefulness in resolving - encourage accuracy in resolving
authentic problems in language use (e.g. contrived problems that arise at the
cognitive and international ones) linguistic level but rarely at cognitive,
affective and other levels
-Focus on the learner as a responsible agent of - treat the examinee as one who simply takes
his or her own learning tests but does not contribute to their design
and use
- exploit assessment as an inherent and - treat assessment as obligatory and

scheduled activity imposed on learners after
natural activity in any authentic learning
and use of language. authentic learning and use of language take
place.
If formative assessment is to account for and promote individualization,
one should assume that self-access work done outside classroom hours will be
encouraged as is the case for LMD (Licence, Master and Doctorate) students in
the Department of English, Faculty of Languages and Human Sciences
University of Béjaia. This brings us to the idea of learning skills or strategies,
and a greater awareness of learners in relation to their own development. This
move certainly presupposes a good amount of guidance (tutoring) on the part of
the teacher and probably a more collaborative classroom atmosphere, involving
not only teacher-student interaction but also peer-criticism as well. It follows
then; it seems to us, that teachers and learners have to be empowered with the
official recognition of their assessment of learners' work. In order to do so, it is
crucial that formative assessment be given not only credit but substantial weight
within the overall assessment system.
When discussing the uses of formative assessment, one cannot forget the
conflict between individualization and standardization, and the issue of
responsibility. The first problem, although being by no means an easy one to
solve, is perhaps at least more easily identifiable. On the other hand, if this
institution has a broad educational perspective rather than a narrow-minded
training programme of language teaching, standardization becomes problematic.
We come back then to the issue of balance between formative and summative
assessment, and to a programme of instruction which is clear in terms of
objectives but which offers a good deal of flexibility in terms of the means to
achieve them.
The second problem, i.e., that of the responsibility for learners'

development and assessment, is both tricky and less easily identified. In the first
place, being responsible or being made responsible for oneself or others is a task
which some people may not be willing to accept; this what the Department of
19
English is experimenting. It usually implies doing hard work and having to
respond for one's actions. This is quite different from sitting in a classroom and
being told what to do, or sitting for a test which somebody else has prepared and
whom one can blame in the case of failure. In assessment based on class or
homework, the problem of teachers' responsibility must also be handled with
care. It is true that one of the advantages of formative assessment is to promote
more involvement of teachers and learners in the learning process. But, if the
teacher's assessment has considerable weight on the students' overall grades, two
problems may arise. On the one hand, the position of the teacher as a figure of
authority in relation to students is reinforced, therefore affecting the "team
spirit". On the other hand, teachers may perceive the responsibility of attributing
marks which might determine whether a student should pass or fail as an extra
burden and one which is too heavy. They might feel that this is a task to be
undertaken by the institution, as a sort of anonymous figure. The reasons for this
resistance may be varied, for example:
• If there are too many students in a group, having a fairly accurate

judgment of each individual student's production in class becomes
problematic;
• If teachers do not have clear guidelines in relation to how to conduct
continuous assessment, they may feel at a loss, especially if they are not very
experienced which is indeed the case in the Department of English adopting
the LMD system;
• In the case of teachers of young learners in particular, an emotional
attachment usually emerges out of the work developed along an academic
year. If getting a low overall mark at the end of the semester means that
the student will not "pass", and if there is a high social pressure on
students in relation to getting pass or fail grades, the teacher will,
20
understandably, like to have his/her opinion backed up by somebody else.
(this often happens at the end or the beginning of the academic year).
The conflict between individualization and standardization and the

teachers' responsibility seem to be hard to resolve. At the bottom of this
conflict lies the question of responsibility for students' progress and of the
power and authority to determine whether students have been successful or
not. This last point has also to do with the aspect of credibility. For the
general public, formal tests of any sort usually have the credibility which is
conferred to them by some sort of authority. Other forms of assessment,
however, especially if they include learners' self assessment may encounter a
good deal of resistance. They will possibly be considered "too subjective" or
"biased", which is not totally a wrong assumption, if continuous assessment
is not based on clear, well defined principles.
Educational institutions are trying to promote a greater deal of learner
awareness and involvement in the process of learning, with more emphasis
on teachers' continuous assessment of learners' performance and
consequently, less emphasis on formal end-of-term test. In most settings,
continuous assessment means having a formal test after different units of a
course book or at the end of each semester. The idea is one of testing
achievement at short intervals and adding all these individual marks at the
end of a course of an academic year.
The introduction of such a formative assessment followed an approach

similar to that proposed by Trump (1967, quoted in White 1988.). After
consultation with teachers and planning of the whole project, the
implementation of the new format was —and has been up to now- accompanied
by careful guidelines and information to students, parents and teachers, as well
as monitoring. (the new system of the Licence LMD).The assessment system
21
being currently used comprises continuous assessment and end-of-term tests.
One of the aims of continuous (or formative) assessment in this context is
promoting more involvement and participation on the part of learners. The idea
is that they are evaluated on the basis of their development and performance
throughout the term and not according to the results of a single test. Continuous
assessment should also provide learners with consistent and objective feedback
on both classroom activities and homework.
Rather than being mutually exclusive, as the title of this section might
suggest, it seems to us that summative and formative assessment should be seen
as complementary sorts of measure. Balancing the two, nevertheless, would have
to be done if one is to attend to the requirements, but having a look at the
advantages and disadvantages of both summative and formative assessment may
be helpful.
III- Aims of Testing
1-The Role of Testing
Brown, et al (1994: 5) reminds us that it is important as providers of

education to step back and consider why we assess. There are times when we
become so immersed in the job that we lose sight of the exact purpose of a
particular element of assessment. There is then the possibility that we are not
achieving that purpose, or that we overlook another form of assessment which
might be more appropriate. This last comment is particularly relevant to the
assessment of oral competence where there are a range of assessment strategies to
choose from.
22
Brown, et al stated some good reasons why assessment is useful:
• Motivation.
• Creating learning activities.
• Feedback to the student, identifying the strengths and weaknesses.
• Feedback to the staff on how well the message is getting across.
• To judge performance (grade/degree classification).
• Quality assurance-internal and external to the institution.
Tests can provide valuable information about an individual's competence,

knowledge, skills, or behaviour. They are based on samples of the many
questions which could be asked of the students' behaviour, where we value
correct answers and penalize error. What is then the role of tests in program
implementation and evaluation more specifically? Tests can be used to:
• conduct needs assessments which determine whether a special

program is needed, and if so, what kind;
• plan a specific content of a program;

• select those students who need a special program;
• determine when a student may no longer need a special
program;
• determine whether students in the program are progressing as
intended;
• determine which parts of a program may need to be revised; and

• demonstrate program effectiveness.
To understand the role of tests, we must also understand much about types of
tests and types of test scores, as well as about some of the technical aspects of
testing.
23
The development of modern linguistic theory has helped to make
language teachers and testers aware of the importance of analysing the language
being tested. Modern descriptive grammars are replacing the older, Latin-based
prescriptive grammars: linguists are examining the whole complex system of
language skills and patterns of linguistic behaviour. Indeed, language skills are
so complex and so closely related to many other non-linguistic skills (gestures,
eye-movements, etc.) that it may often seem impossible to separate them for the
purpose of any kind of assessment. A person always speaks and communicates in
a particular situation at a particular time. Without this kind of context, language
may lose much of its meaning. Before a test is constructed, it is important to
question the standards which are being set. What standards should be demanded
of learners of a foreign language? Should our language learners, for example, be
expected to communicate with the same ease and fluency as native speaker? Are
certain habits of second language learners regarded as mistakes when these same
habits would not constitute mistakes when belonging to native speakers? What,
indeed, is "correct" English? Examinations in the written language have in the
past set artificial standards even for native speakers and have often demanded
skills similar to those acquired by the great English essayists and critics. In
imitating first language examinations of written English, however, second
language examinations have proved far more unrealistic in their own words or to
write original essays in language beyond their capacity.
In the context of a large language educational institution, (case of the

Department of English) the role of formal tests is both to provide learners with
some sort of certification of proficiency in the foreign language and to provide
feedback. However, feedback can only be understood in terms of who gives
feedback to whom and of what feedback is used for. One way of identifying
and grouping the different parties involved in testing and in feedback
24
consolidate the pattern taught. In this way, a good test can be used as a valuable
teaching device.
In relation to progress tests, according to Skehan (1989) it is easier to

identify different degrees of anxiety, which some students generally show
before or during the test. Common sense and experience, in this respect, would
probably suggest that while some anxiety might be a sign of awareness and
commitment to a testing situation, making one perform at his/her best, too
much nervousness might hinder performance and should therefore be avoided (
Skehan op. Cit :115).
It is our impression that if too much emphasis is placed upon summative

assessment, with formal tests being implemented at very frequent intervals; we
run the risk of, in the first place, decreasing the level of learner involvement in
the process of instruction. Secondly, if tests are not perceived to be a true and
clear reflection of the teaching/learning process, they are likely to cause
anxiety. Another problem of an excessive emphasis on formal tests refers to the
nature of the feedback which is given to the learner. If all that students get is a
total score and perhaps brief comments from the teacher and if the same
procedure is adopted throughout the different periods of the course, it is fair to
think that formal achievement tests usually give little or no indication to
learners as to their weaknesses and strengths and consequently will not be good
sources of feedback for the learner.
3. Teachers' expectancies
As far as teachers are concerned, tests may be considered as instruments to

evaluate not only learners' performance but, in an indirect way, to measure
26
successful teaching, or teachers' performance. This is the case when tests are not
designed by the classroom teacher him/herself.
In terms of feedback, tests can help the teacher in different ways, one of
them being a way of making decisions in relation to the promotion of students.
Formal tests often provide teachers with a way of validating their own
assessment of learners' performance in a course. A correlation between the two
forms of assessment becomes increasingly important depending on the decisions
which are taken on the basis of test scores, like the issuing of diplomas and
certificates at the end of a course. It becomes clear then that teachers must feel
confident about their own assessment of learners, based on the latter's
production during the whole semester.
This implies that if continuous assessment of learners' performance is part

of the overall grade that students get on a course, teachers should have very clear
guidelines of how to assess students' performance in order to have a good
measure against which formal tests could be validated.
Although most teachers wish to evaluate individual performance, the aim of

the classroom test is concerned with evaluation for the purpose of enabling
teachers to increase their own effectiveness by making adjustments in their
teaching to enable certain groups of students or individuals in the class to benefit
more. Too many teachers gear their teaching towards an ill-defined àverage'
group without taking into account the abilities of those students in the class who
are at either end of the scale, facing serious difficulties. A good classroom test
will also help to locate the precise areas of difficulty encountered by the class or
by the individual student. Just as it is necessary for the doctor first to diagnose
his/her patient's illness, so it is equally necessary for the teacher to diagnose and
find out his/her student's weaknesses and difficulties related to the process of
27
learning. Unless the teacher is able to identify and analyse the errors a student
makes in handling the target languages, he will be in no position to render any as
sistance or guidance at all through appropriate anticipation, remedial work and
additional practice.
The test should also enable the teacher to ascertain which parts of the
language programme have been found difficult by the learners. In this way, the
teacher can evaluate the effectiveness of the syllabus as well as the methods and
materials he/she is using. The test results may indicate, for example, certain
areas of the language syllabus which have not taken sufficient account of the
learner's difficulties or which, for some reason, have been glossed over.
4-Evaluation of the Programme
Another use of the feedback provided by formal tests concerns the

evaluation of the programme; especially if they are not prepared by the
classroom teacher, formal tests can serve the purpose of throwing light on a
programme of instruction. In the case of the Department of English, Faculty of
Languages and Human Sciences, University of Bejaia for example, the formal
tests which are implemented at the end of each semester are designed either by a
group of coordinators in charge of planning all aspects of the different courses,
choosing and adapting materials, or designed individually by teachers. Teachers
participate in the process of test design at different stages, from analyzing first
drafts of test to providing feedback after their implementation. Changes may
then take place not only in relation to the tests themselves but also in relation to
course programme and materials used.
Evaluation and change in the programme can also be done on a

micro-scale, by the teacher him/herself. Since tests cannot possibly cover a
28
whole teaching syllabus in detail, teachers might use test questions as a
guideline to points in the syllabus which should be emphasized. This may be a
positive influence of tests, if their format is conducive with the methodology
favored by the institution, and if they truly measure achievement. On the other
hand, if the teaching syllabus is broader than the testing syllabus, an emphasis
on some parts of that syllabus to the detriment of the others is not desirable. This
brings us to two points: firstly, the extent to which a test can satisfactorily
sample a given syllabus, and the extent to which test items lend themselves to
some sort of "specific" training rather than requiring learners to apply general
abilities in the foreign language. Secondly, the wash back effect (to be explained
in the chapter two) of tests into teaching has to presuppose the readiness on the
part of teachers to perceive and carry out processes of innovation.
5-Institutional Requirements
At the institutional level, formal tests serve a multitude of purposes, such

as making a selection to offer a job, a promotion or a distinction. This makes
one think that tests may be used more as a response to institutional constraints
than as an aspect which is vital to the teaching process.
Because they are regarded as being objective, valid measures of

performance and because they are usually issued by some sort of authority in a
given field —be it a teacher, an institution or an examining board- tests are highly
valued, and their results are seldom questioned by the general public. In fact,
formal tests have such firm roots within most educational contexts that any form
of innovation in the field if it involves suppressing or even reducing the weight of
formal tests within an assessment system is regarded as suspicious.
29
Learners, their parents or sponsors and society in general put a good
amount of pressure on an institution in relation to having test results which can
be clearly and easily understood as a reflection of progress or achievement in a
course. These results should also be documented, if possible, by some concrete
evidence like a paper the student has taken. It could be argued that any
institution should not base decisions concerning educational policies entirely on
the expectations of their public. However, these have also to be taken into
account, if the school is to satisfy the market's needs.
Another function of tests, seen from an institutional point of view, is that

of their washback effect into teaching. Even when planning and test design are
centralized within an institution and imposed upon teachers, tests will inevitably
guide teaching (Swain, 1985:43). This is not in itself entirely harmful and can
effectively lead to change: more often than not, institutions make use of tests as
a means of promoting innovation or facilitating the implementation of new ideas
in relation to pedagogic practices. In some cases, institutions make use of tests
as sources of feedback about the teaching process as a whole. It is also
acknowledged that test implementation and test results can provide course
planners with valuable insights into the suitability of materials and methods, as
well as help them to evaluate course objectives. In this respect, the more
centralized the decisions about the teaching process are, i.e., the more it
approaches a top- down model of decision-making, the more likely it will be for
tests to be seen as instruments of control over the teaching process, and
ultimately, of teachers. To understand the role of tests, we need to understand
much about types of tests scores, as well as about some of the technical aspects
of testing.
30
IV-Characteristics of Tests
1- Test Functions
A look at different kinds of tests, defined in relation to their function, may

prove useful for the discussion of what we should test, or rather, what we should be
looking for when analyzing test results. The classification provided by Davies (1977)
identifies five types of language tests: achievement, proficiency, aptitude, diagnostic
and progress.
Achievement (or attainment) tests are defined against a set of identified

and pre-determined objectives of a course of study. They reflect the
propositions of the curriculum in a given school or educational system. The
main aim of achievement tests is to measure the extent to which each learner
has attained some specified objectives, or in other words, whether an individual
"has learnt" what s/he was taught. They are, in this sense, very much linked to
what happened before the test, during the course of instruction.
Proficiency tests are defined in relation to the knowledge of a foreign

language judged necessary for the performance of certain tasks, or judged to
match some sort of "native-like" abilities. Proficiency tests are designed
irrespective of the teaching/learning experience candidates have been exposed to
and are geared towards what candidates are supposed to be able to do after the
test.
Aptitude tests are mainly pre-course instruments designed to establish how
successful an individual might be in learning a language.
Diagnostic tests are small-scale, usually teacher-prepared instruments

supposed to serve as feedback for teachers (and learners). They should spot
31
problematic areas which might benefit from remedial work. They can also be
used to:
• identify students' strengths and weaknesses in specific content areas,

• determine how best to help the student overcome any particular
limitations, and
• provide norms against which a student can be compared in order to
determine which skills should be taught (as with standardized
achievement tests, placement/diagnostic tests).
Progress tests are intended to show the extent to which an individual has
been keeping up with the work done on a certain course. They certainly have a
diagnostic function as well, but will probably be used as the criterion for
promotion along different levels of a course.
Although test design is not necessarily a direct reflection of the purpose

which a test is supposed to serve, it is important to have the different functions
in mind, given the prominence of formal tests in most educational systems. In
terms of the issues discussed in test function: it seems that a combination of
progress and achievement tests might be desirable. The purpose of such tests is
mainly that of providing a basis for the assessment of students' progress and for
decisions concerning their promotion to higher levels. Changes in the syllabus
or classroom materials can also occur as a result of students' performance on
tests. In fact, especially in a large institution, formal tests serve a multitude of
purposes.
2- Objective and Subjective Testing
Subjective and objective are terms used to refer to the scoring of tests an
objective test has only one correct answer per item. A subjective test may result
32
in a range of possible answers, some of which are more acceptable than others.
In every testing effort, we make decisions and choices under the influence of
subjective judgments. Although great logical, psychometric, and empirical effo
rts have been made in the profession to avoid basing test construction on
subjective views, it seems that subjectivity is an inevitable aspect of language
test planning, construction, and validation.
In an oral test, for example, the testee must think of what to say and then
express his/her ideas as well as possible; in a multiple-choice tests he has to
weigh up carefully all the alternatives and select the best one. Furthermore, all
tests are constructed subjectively by the tester: he/she decides which areas of
language to test, how to test those particular areas, and what kind of items to use
for his/her purpose. Thus, it is only the scoring of a test that can be described as
objective. This means that a testee will score the same mark no matter which
examiner marks the test. Since objective tests usually have only one correct
answer, they can be scored mechanically. The fact that objective tests can be
marked by computer is one important reason for their evident popularity among
examining bodies responsible for testing large numbers of candidates.
Objective tests need not be confined to any one particular skill or

element. Investigations, for example, have indicated that it is possible to
measure writing ability by a series of objective tests. However, while it is
misleading to associate examinations solely with writing and objective tests
solely with grammar and vocabulary, certain areas of language may be tested
more effectively at certain levels by one method rather than by another.
On the whole, objective tests require far more careful preparation than
subjective examinations. In an examination, the examiner tends to spend a relatively
short time on setting the questions but considerable time on marking.
33
In an objective test, the tester spends a great deal of time constructing each test
item as carefully as he/she can, attempting to anticipate the various reactions of
the testees at each stage. The effort is rewarded, however, in the ease of the
marking.
The term examination and test are often used loosely. For our present purposes,
however, the term test will generally be used to refer to a set of items that can be
marked objectively, while examination will be used to refer to a set of longer
subjective questions (for example. Oral interviews or compositions).
Objective tests are frequently criticised on the grounds that they are
simpler to answer than subjective examinations. This is not always true as items,
in an objective test, however, can be made just as easy or as difficult as the test
constructor wishes. The fact that objective tests may generally look easier is no
indication at all that they are easier. The constructor of a standardised
achievement or proficiency test, not only selects and constructs the test items
carefully, but analyses student performance on each item and rewrites where
necessary so that the final version of the test discriminates widely. Setting the
pass-mark, or the cutting-off point, may depend on the tester's subjective
judgement or on a particular external situation. Objective tests (and, to a smaller
degree, subjective tests) can be pre-tested before being administered on a wider
basis; i.e. they are given to a small but truly representative sample of the test
population, and each item is evaluated in the light of the testee's performance.
This procedure enables the test constructor to calculate the approximate degree
of difficulty of the test. Standards may then be compared not only between
students from different areas or schools but also between students taking the test
in different years. Another criticism is that objective tests of the multiple-choice
type encourage guessing. However, four or five alternatives for each item are
sufficient to reduce the possibility of guessing. Furthermore, experience shows
34
that candidates rarely make wild guesses: most base their guesses on partial
knowledge.
A much wider sample of grammar, lexis and phonology can generally be

included in an objective test than in a subjective test. In an essay, for example, the
student can limit the range of the sentence structures and grammatical items he/she
uses to those which he/she can produce correctly. However, the fact that a test is
apparently completely objective gives no guarantee that it will be a good test. It will
be a very poor test if:
• irrelevant areas are emphasised in the test simply because they are "
testable";
• and the test items are poorly written.

It is true, that subjective judgments constitute a significant portion of any
language testing endeavour. As Pilliner (1968) notes, there is no means to avoid
subjective judgments even in tests which appear to be objectively designed,
scored, and interpreted. Subjective judgments are so pervasive that they exist in
all testing related areas (Alderson, 1993). Due to this ubiquitous impact, two
equally knowledgeable testing authorities with different theoretical and/or
practical backgrounds may come up with diametrically different decisions at
each stage of testing. Moreover, each expert will probably be able to justify
her/his decisions with self-corroborating "logical", "theoretical", or "empirical"
evidence. Interestingly, each party can be bewildered if the other does not
discern certain "straightforward facts".
If we come to accept the view that each theoretical position results from
an amalgam of judgments and choices, we might begin to assume that the views
held by each testing professional are relativistic and based on a torrent of
previous judgments. Though this relativistic perspective has a long tradition, it
might seem untenable from empirically-oriented scientific perspectives. Under
35
most circumstances, testing specialists in the same camp share many common
beliefs as well as some differences of opinion. It is safe to say that, there are no
two experts who think in identical ways about everything. This is partly due to
the fact that there are no absolute criteria to base decisions on. As a result, after
collecting bits of evidence, we still have to make decisions regarding which data
to accept and which to reject. In sampling the kind of language, test content,
subjects for the study, test tasks, test methods, and statistical procedures to
determine reliability and validity and the like, we are bound to make subjective
decisions for which, in the final analysis, there is no "definite evidence".
It is our belief that it should never be claimed that objective tests can do
those tasks which they are not intended to do. They can never test ability to
communicate in the target language nor can they evaluate actual performance. A
good classroom test will probably contain both subjective and objective test
items.
Conclusion
It is an accepted fact that teaching and testing are closely interrelated. Most
of the reasons for testing take us back to teaching and the different people
involved in an educational context, i.e. learners, teachers, parents or sponsors,
course directors, the institution and society as a whole — in relation to formal
test. This has to be taken into consideration in the elaboration of any test, be it pa
rt of summative or formative assessment, objective or subjective testing.
36
CHAPTER TWO
BASIC CONSIDERATIONS IN TEST DESIGN
Introduction 38
I-Developing a Test 38
1-Stages of Development of a Test 38
2-Test Items 40
3-Variables Affecting Test Performance 42
II- Criteria of Test Design 44
1 — Validity 45
1.1-Content Validity 46
1.2-Criterion Validity 51
1.3-cocnstruct Validity 56
1.4-Wash Back Validity 61
2 — Reliability 64
-Factors which Affect Reliability 65
3- Practicality 69
Conclusion 70
37
Introduction
The concepts of validity, reliability and practicality affect all aspects of

test design, irrespective of the prevailing linguistic paradigm. In this chapter the
nature of these key concepts is examined in detail. The status of the various
types of validity, and how the concept of validity relates to those of practicality
and reliability are highlighted.
I-Developing a Test
Although the actual designing of tests is in the hands of a small group

of people working at headquarters, i.e., the group of course planners,
classroom teachers have an active and essential participation in the process.
This participation varies form analyzing first drafts of tests to completing
feedback forms on the actual implementation and test results. Not to mention
the process of standardization of marking
1-Stages of Development of a Test
When it comes to designing and implementing tests, fulfilling the

requisites of reliability and validity plus satisfying the needs of all the part
icipants involved in the educational process requires a very sophisticated
operation. The complexity of the whole operation can be explained by the level
of detail and care with which each stage has to be conducted. The testing
operation comprises these four stages; with each one feeding into the next one:
• test design ;
• test implementation ;
• test marking ;
38
• and test validation or analysis: evaluation stage.
The evaluation stage comprises statistical item analysis as well as

evaluation of each test as a whole, on the basis of feedback produced by
teachers.
The stage of test design, for instance, has to involve the scripting and
recording of listening texts, the production of suitable illustrations and a very
special care in relation to rubrics and lay-out. Not to mention, the concerns with
construct and content validity.
One of the aims of the evaluation stage in the process of test design is the
creation of a bank of validated items. However, several factors make it difficult
for a large enough bank of test items to be stored and re-used, so that the test
design phase can be made easier. In the first place, there is the problem of
considering test item in isolation, i.e. separated from the context of the whole
test where they were inserted, thus spoiling a certain internal coherence and
balance of a test.
Secondly, the more a test is related to syllabus or set of materials, the more
difficult it is to use it in different contexts. Different syllabuses, thus, would require
new tests.
Thirdly, if tests include "authentic" or "simulated authentic" materials, these

will often be related to current affairs which get outdated fairly easily.
Fourthly, the process of validation is by nature a dynamic one, with some

hypothesis being disconfirmed and new hypotheses being created all the time. Hence
the need for new testing instruments.
39
Given the multitude of aspects and interests involved in it, such a
testing operation is not only complex but extremely time consuming. Not
enough time is left, then, for other areas such as monitoring of continuous
assessment, or even for piloting tests before their actual implementation.
2- Test Items
The actual question of what is to be included in a test is often difficult

because a mastery of skills is being assessed rather than areas of knowledge.
Although the construction of a language test at the end of the first or second year
of learning English is relatively easy if we are familiar with the syllabus covered,
the construction of a test at a fairly advanced level where the syllabus is not
clearly defined is much more difficult.
The longer the test, the more reliable a measuring instrument will be (
although length, itself, is no guarantee of a good test). Few students would want
to spend several hours being tested — and this would be undesirable both for the
tester and the testee. But the construction of short tests which function efficiently
is often a difficult matter. Sampling is of paramount importance. The test must
cover an adequate and representative section of those areas and skills it is desired
to test.
If all the students who take the test have followed the same programme,
we can simply choose areas from this programme, seeking to maintain a careful
balance between tense forms, prepositions, articles, lexical items, etc. Above all,
the kind of language to be tested would be the language used in the classroom
and in the student's immediate surroundings or the language required for the
school or the work for which the student is being assessed.
40
The problem arises when some testees may have attended different
schools or followed different courses. In such a case, the testees will all
experience problems of a similar nature as a result of the interference of their
first- language habits. These problem areas are to be identified and included in a
cross-section in the test, particularly in those sections of the test concerned with
the language elements.
Before starting to write any test items, the test constructor should draw
up a detailed table of specifications showing aspects of the skills being tested
and giving a comprehensive coverage of the specific language elements to be
included. A classroom test should be closely related to the ground covered in
the class teaching, an attempt being made to relate the different areas covered in
the test to the length of time spent on teaching those areas in class. There is a
constant risk of concentrating too much on testing those areas and skills which
most easily lend themselves to being tested. It may be helpful for the teacher to
draw up a rough inventory of items according to importance. For example, a
teacher wishing to construct a test of oral expression might start by examining
the relative weighting to be given to the various areas in the light of the
teaching that has just taken place: say, pronunciation and fluency (40%), stress
and intonation (15%), grammar (25%), and meaning (20%). It must be
emphasised that this list is merely one example of the kind of inventory which
can be drawn up beforehand, and it is not intended to represent a particular set
of priorities. on the contrary, the scale is left to the appreciation of the teacher
who will act according to the objectives of the test.)
It is our strong belief that a good test should never be constructed in such a
way as to trap or mislead the testee into giving an incorrect answer. When
techniques of error analysis are used, the setting of deliberate traps or pitfalls for
41
the unwary student should be avoided. Many testers, themselves, are caught out
by constructing test items which succeed only in trapping the more able student.
In the following example of a multiple choice question, we found out that the
testee has to select the correct answer © but the whole item is constructed so as
to trap the testee into making choice B or D. When this item actually appeared in
a test, it was found that the more proficient students, in fact, chose B and D, as
they had developed the correct habit of associating the tense forms have see and
have been seeing with since and for chose the "correct answer".
To summarise, we can say that all tests should be constructed primarily

with the intention of finding out what students know — not trapping them. By
attempting to construct effective language tests, the teacher can gain a deeper
insight into the language being tested and the language learning processes
involved.
3-Variables Affecting Test Performance.
The investigation of the degree of accuracy with which a testing

instrument measures language abilities makes one look at trait and method
factors, and the way in which they "contaminate" one another.
Trait-or ability- factors represent the knowledge that a test claims to

measure, for example, reading, listening to train announcements, producing
accurate sounds. Method factors, on the other hand, have to do with the way in
which the display of knowledge is prompted and assessed. In this sense, one
could say that the less the interference of method factors, the better a test will
be as a measure of language abilities. This, obviously, is more easily said than
done but, it should nevertheless be a true concern for test designers.
42
Skehan (1988) presents three categories of trait/method influences on test
scores: language based problems, learner based problems and method factors.
• Language- based problems relate to variabilities of speech which

speakers find themselves in. They can be a result of:
e- linguistic context, i.e., influences of the immediate linguistic
environment on the production of syntactic forms, as well as the
discourse environment which may affect style and accuracy of
production;
social situation, in which different degrees of formality or

demands on a particular image to be projected by the speaker
may cause variations from very careful to casual speech;
+- interlocutor relationship: this is related to the social situation outlined

above where perception concerning difference from planned to "
spontaneous" discourse;
r amount of context, in which the degree of context-embedded ness and

familiarity with the topic may affect communication.
• Learner-based problems: these include background variables such as sex,

age mother-tongue, cognitive style, the role of intelligence and
affective reactions to testing.
• Method factors have to do with test formats and item types, and the extent to
which they might enhance or restrict language production.
43
Some of the factors outlined above are particularly important when one is
dealing with young beginners. Young learners' production may be particularly
affected by lack of familiarity with both topic and question format, a high level
of abstraction or of decontextualized language manipulation; emotional
reactions to testing situations if they have not yet been used to being formally
assessed or if the regular school system places too much emphasis on testing,
thus leading to a high level of anxiety.
A programme of test design and implementation then should be as broadly

and carefully planned as possible to account for all these different variables.
From this perspective, test research and statistical measures of reliability are
important for the sake of accuracy of score interpretation and mainly as a
response to an educational commitment.
II-Criteria of Test Design
As pointed out by Milanovic (1988), however, the average classroom

teacher still knows very little about testing. Most teacher training courses either
do not include the subject altogether or treat it in a very brief, superficial
fashion. We believe that this may be a result of the fact that tests are usually
regarded as something alien to the daily classroom environnement, something
which is imposed on teachers and learners by the institution.
Testing systems usually receive relatively little attention from people

working in the field of education. This situation is also true for English as a
Foreign Language (EFL) teaching, although the last decade has witnessed a
great deal of research and debate on language tests and the assessment of
language proficiency in general.
44
1-Validity
Validity means the truth of the test in relation to what it is supposed to

evaluate. It concerns the relevance and usefulness of what we are measuring.
The difficulty in setting such tests lies in the problem of how sure we can be
about what is actually being measured. Whether it is consistent with the
worthwhile quality we think we are measuring .The concept of validity (does the
test measure what it is intended to measure) refers to the degree to which a test
measures what it is intended to measure and whether appropriate inferences can
be drawn from test results. It is judged from many types of evidence including
the consequences of translating test-based inferences into decisions or policies
that can affect individuals or institutions. Tests must demonstrate an acceptable
level of validity before they are used to make decisions.
When discussing test validity, as pointed out by Bachman (1990) it is useful

to clarify some key points. Firstly, validity is not an intrinsic quality that some tests
possess and others do not. The process of validation has to do with the
interpretation and use of the information gathered through a testing instrument. In
other words, the validity of a test has to be measured against a set of criteria in
relation to the abilities being tested and to what is to be made of test scores.
Secondly, as mentioned earlier in this chapter, reliability is a basic requirement for
validity, and that writers should try to reconcile the two notions.
Thirdly, the process of validation comprises complementary types of

evidence, which can be grouped into three general types: content relevance (or
content validity); criterion relatedness (or criterion validity); and meaningfulness
of construct (or construct validity) (Messick 1980; 1988). However, more
recently, validity has been viewed as a sub piece of information that includes
aspects of the three types of validity. In addition to these types of validity,
45
several authors (Porter 1983, Morrow 1986, Wall 1993) referred to another type of
validity- washback validity.
1.1- Content Validity
Perhaps the first aspect which learners try to identify in a test is the extent
to which the test adequately covers the syllabus they have been through, thus
giving them a chance to show how much they have learnt. The aspect of content
validity has to do with the representative ness of the samples of a syllabus which
can be included in a test. In other words, given that no test can possibly cover all
aspects of a syllabus —not to mention what has been learnt beyond the syllabus-
it is important that a test contains a representative sample of points perceived to
be essential within a given syllabus. The aspect of content validity will
obviously be a reflection of the degree of clarity and comprehensiveness of
course objectives, syllabus specification of question- types.
In relation to progress and achievement tests, especially when young

learners are involved, the process of content validation will also take into
account a balance which has to be achieved between familiarity with topics,
subject matter and question types and ability to abstract and apply a given
knowledge to situations which are new, to a certain extent. In other words, if it
is true that the test should sample a given syllabus, at the same time one should
make sure those learners are asked to apply their knowledge of the language and
not simply memorize exercises done in class.
Content Validity is then evaluated by showing how well the content of the
test samples the subject matter about which conclusions are to be drawn. It is
established through a careful examination of test items as they relate to a
specified content area often specified by instructional objectives. The greater the
46
match between instructional objectives and the test items, the greater the content
validity. This is especially important in evaluating achievement tests.
Anastasi (1982:131) defined content validity as
... essentially the systematic examination of the test

content to determine whether it covers a representative
sample of the behavior domain to be measured.
She provided a set of useful guidelines for establishing content validity:
the behavior domain to be tested must be

systematically analyzed to make certain that all major
aspects are covered by the test items, and in the correct
proportions;
the domain under consideration should be fully

described in advance, rather than being defined after the
test been prepared;
content validity depends on the relevance of the

individual 's test responses to the behavior area under
consideration, rather than on the apparent relevance of
item content. (Anastasi ,op-cit p: 132)
It is said that the more a test simulates the dimensions of observable

performance and accords with what is known about that performance, the more
likely it is to have content and (construct) validity. We can often only talk about
the communicative construct in descriptive terms and, as a result, we become
involved in questions of content relevance. Thus, for Kelly (1978:8) content
47
validity seemed "an almost completely overlapping concept" with construct
validity, and for Moller (1982:68). . . the distinction between construct and
content validity in language testing is not always very marked, particularly for
tests of general language proficiency.
Given the restrictions on the time and resources available to those involved
in test construction, especially for use in the classroom, it is often only feasible to
focus on the a priori validation of test tasks. In these cases, particular attention
must be paid to content validity in an attempt to ensure that the sample of
activities to be included in a test is as representative of the target domain as is
possible.
A primary purpose of many communicative tests is to provide a profile of

the student's proficiency, indicating in broad terms the particular modes where
deficiencies lie. Content validity is concerned with the extent to which the
selection of test tasks is representative of the larger universe of tasks of which
the test is assumed to be a sample (Bachman et al.1981).The directness of fit
and adequacy of the test sample is thus dependent on the quality of the
description of the target language behavior being tested. Establishing content
validity is problematic, given the difficulty in characterizing language
proficiency with sufficient precision to ensure the representativeness of the
sample of tasks included in a test. Additional threats to validity may arise out of
attempts to operationalise real-life behavior in tests, especially where some sort
of quantification is necessary, either in the task or the method of assessment.
These difficulties do not, however, absolve the test constructor from attempting
to make tests as relevant in terms of content as possible.
Further, there is a need to look closely at test specifications to make sure that
they describe adequately what ought to be tested. A close scrutiny of the
48
specification for a proficiency test by experts in the field (or colleagues in the
case of classroom achievement tests) and the relating of the specification to the
test as it appears in its final form is essential (Weir 1983). This would provide
useful information as to what the test designer intends to test and how
successful the item writers had been in implementing the specification in the
test realization. Mere inspection of the modules in the test, even by language
and subject experts, does not necessarily guarantee the identification of the
processes actually used by candidates in taking them. In addition, it would be
valuable to employ ethnographic procedures to establish the validity of items in
a test. A useful procedure is to have a small sample of the test population
introspect on the internal processes that are taking place in their completion of
the test items. This would provide a valuable check on experts' surface-level
judgments on what was being tested and would contribute to the establishment
of guidelines for the conduct of this type of methodological procedure in future
investigations of test validity.
It is crucial for a test supposedly based on specified enabling skills to

establish that it conforms to the specification, especially if claims are made for
these being representative of the domain in question. To the extent that the
content is made explicit, the concern also becomes one of face validity which Po
rter (1983) describes as perhaps the most contentious validity that might be
invoked.
Lado (1961), Davies (1965), Ingram (1977), Pamler (1981) and Bachman
et Al. (1981) have all discounted the value of face validity. Bachman et Al (
1981: 55) argues as follows:
Since there is no generally accepted procedure for

determining whether or not a test demonstrates this
49
characteristic, and since 'it is not an acceptable basis for
interpretative inferences from test scores', we feel it has
no place in the discussion of test validity.
Anastasi (1982:136) pointed out that face validity
...is not validity in the technical sense; it refers, not to

what the test actually measures, but to what it appears
superficially to measure. Face validity pertains to
whether the test 'looks valid' to the examinees who take it,
the administrative personnel who decide on its use, and
other technically untrained observers.
If a test does not have face validity though, it may not be acceptable to the
students taking it, or the teachers and receiving institutions who may make use of
it. If the students do not accept it as valid, their adverse reaction to it may mean
that they do not perform in a way which truly reflects their ability. Again Anastasi
(1982: 136) says:
Certainly if the test content appears irrelevant,

inappropriate, silly or childish, the result will be poor
cooperation, regardless of the actual validity of the test.
Especially in adult testing, it is not sufficient for a test to
be objectively valid. It also needs face validity to function
effectively in practical situations.
50
1.2-Criterion Validity
According to Bachman (1990:288) "Criterion validity is an indication
of the relationship between test scores and some criterion which we believe is
also an indicator of the ability tested". This is concurrent validity. The other
aspect of criterion validity relates to the extent to which a test can adequately
predict some future behaviour. This is called predictive validity and requires an
examination of test scores and actual performance on a job or course.
Attempts at establishing concurrent validity usually take two forms. One

of them is an investigation of the differences in performance on the same test by
different groups of test-takers perceived as having different levels of ability.
Validation then is related to the degree of discrimination which the test allows.
The other more typical form of concurrent validity is an indication of the degree
of correlation between two tests. A word of caution can be said in this respect:
that concurrent validation requires scores on two different measures of the same
ability. The problem then lies in determining whether the two different tests do
really measure the same aspects. One way in which test designers try to cope
with the problem is by correlating "internal" exams with some «external"
measure, such as public exams, for example the TOEFL or IELTS .However, in
the case of progress (or even achievement) tests for young beginners, it is very
difficult to find equivalent tests which have been trialed on a large scale. This
sort of correlation can be done, in this case, by comparing test scores to
teachers' continuous assessment of learners' performance. Some studies have
indicated indeed that teachers' ratings are very good ways of establishing
concurrent validity (Ingram, 1974; and North, 1990).
As for predictive validity, in the context of a school system with different

levels and promotion based on test scores, a study of the predictive validity of a
test would involve the correlation of scores on progress tests and performance
on the subsequent level and corresponding progress test. This is something
51
which most teachers do on an informal basis, usually to try and spot "weak" and
"good" students at the beginning of each term and observe how they develop.
The problem with predictive validity, in this case, is the individuals' change in
the way they approach a course of instruction from one term to the other. More
or less effort or opportunities to extend and consolidate the work done in the
classroom may then lead to differences in performance, irrespective of scores on
previous tests.
Criterion related validity is evaluated by comparing the test scores with

one or more external variables (called criteria) considered to provide a direct
measure of the characteristic or behaviour in question. There are two subtypes:
predictive and concurrent validity. Predictive validity indicates the extent to
which an individual's future level on the criterion is predicted from the test
performance. For example, a student's score on a third grade speaking test might
be used to predict the final grade a student would receive in fourth grade
speaking (the final speaking grade is the criterion). Concurrent validity
indicates the extent to which the test score estimates an individual's present
standing on the criterion. For example, a student's score on a speaking test
might be correlated with the speaking grade received during that particular
grading period. In all cases, criterion-related validity is represented by the
correlation computed between the test score and the criterion measure.This is a
predominantly and a posteriori concept, concerned with the extent to which test
scores correlate with a suitable external criterion of performance: what Ingram,
1974:18) termed `pragmatic validity'. Criterion-related validity divides into two
types ( Davies 1977), concurrent validity, where the test scores are correlated
with another measure of performance, usually an older established test, taken at
the same time ( Kelly 1978 ; Davies 1983) and predictive validity, where test
scores are correlated with some future criterion of performance ( Bachman et al.
1981)
52
For many authorities, external validation based on data is always superior to
the àrmchair speculation of content validity'. Davies (1983:1) has argued
forcefully that external validation based on data is always to be preferred:
The external criterion, however hard to find and

however difficult to operationalise and quantify remains
the best evidence of a test's validity. All other evidence,
including reliability and the internal validities is
essentially circular.
He quotes Anastasi op-cit: 146 on the need for independently gathered

external data: Internal analysis of the test, through item-test correlations,
factorial analysis of test items, etc. Is never an adequate substitute for external
validation.
Though this concept of criterion-related validity is more in keeping with the

demands of an empiricist-operationalist approach, the problem remains that a test
can be valid in this way without our necessarily knowing what the test is
measuring, i.e., it tells us nothing directly about its construct validity. Morrow (
1979:147) drew attention to the essential circularity of employing these types of
validity in support of a test:
Starting from a certain set of assumptions about the

nature of language and language learning will lead to
language tests which are perfectly valid in terms of these
assumptions whose value must inevitably be called into
question if the basic assumptions themselves are
challenged.
53
For Jakobovits (1970:75), the very possibility of being able to construct even
one communicative test appeared problematic:
...the question of what it is to know a language is not

well understood and, consequently, the language
proficiency tests now available and universally used
are inadequate because the attempt to measure
something that has not been well defined.
Even if it were possible to construct a valid communicative test, there

would still be problem in establishing sufficiently valid criterion measures
against which to correlate it. Hawkey (1982:153) felt this to be particularly
problematic for tests conceived within a communicative paradigm:
At this developmental stage in communicative testing,

other tests available as criteria for concurrent validation
are likely to be less integrative/communicative in construct
and format and thus not valid as references for direct
comparison.
There is a distinct danger that one might be forced to place one's faith in
a criterion measure which may in itself not be a valid measure of the construct
in question. One cannot claim that a test has criterion-related validity because it
correlates highly with another test, if the other test itself does not measure the
criterion in question. In this sense, it seems pointless to validate a test
conceived within the communicative paradigm against tests resulting from
earlier paradigms if they are premised on such different constructs. Similarly if
equivalent but less efficient tests are not available against which to correlate,
54
other external non-test criteria might need to be established. Establishing these
non-test criteria for validating communicative tests could well be problematic.
Even if one had faith in the external criterion selected, for example, a sample of
real life behaviour, the quantification process which it might be necessary to
subject this behaviour to in order for it to become operational might negate its
earlier direct validity.
Though caution is advocated in the interpretation of these criterion-

related validity measures, they are still considered to be potentially useful
concepts. For example, one might be very wary of tests that produced results
seriously at variance with those of other tests measuring the same trait,
especially if the latter had been found to have construct validity. It is
particularly important not try to establish criterion-related validity for a test
through empirical monitoring whenever the candidates' futures may be affected
by its results. For example, given the variety of language qualifications
currently acceptable as evidence of language proficiency for entry into tertiary-
level study in Britain (Weir 1983), there is some cause for concern about the
equivalence of such a broad spectrum of tests. Where is the empirical evidence
for the equivalence of one entry qualification with another? In the case of
predictive validity, it may be that in certain circumstances the predictive power
of the test is all that is of interest. If all one wants is to make certain
predictions about future performance on the basis of the test results, this might
entail a radically different test from that where the interest is in providing
information to allow effective remedial action to be taken. If predictions made
on the basis of the test are reasonably accurate then the nature of the test items
and their content might not be more important.
55
1 .3— Construct Validity
Construct validity has to do with the psychological properties (Palmer and

Groot, 1981) or abilities being tested — in other words trait factors. It relates then to
the process of validating a test, not against another test, but against a framework or
theory of "knowledge".
With an English Foreign Language (EFL) test, when attempting to

establish construct validation, one would be looking for ways of defining, for
example, "knowledge of grammar", "ability to converse", «ability to infer
meaning of unknown words",
Palmer and Groot (op. Cit: 4-5) identify five steps of a general procedure for
investigating construct validity:
• defining the traits one is trying to measure ;

• selecting existing tests or writing new tests to operationalized defined
traits ;
• stating hypotheses about relationships between scores on various test ;

• administering and scoring tests ;
• and comparing results with formulate hypotheses.
Talking about constructs (or abilities) being tested, one cannot help but
consider the way in which these constructs may be operationalized, In other
words, the relationship between trait and method, or between the abilities being
measured and the question-types being used to prompt students to demonstrate
such abilities. An example could be a test which aims at measuring learners'
abilities to communicate orally. A question which requires learners to share
information with friends, telling each other about an event which happened over
the previous weekend would possibly be a good way of testing the ability to
converse.
56
Construct Validity is evaluated by investigating what qualities a test
measures, that is, by determining the degree to which certain explanatory
concepts or constructs account for performance on the test. Common examples
of constructs include intelligence, language proficiency, aptitude and self-
concept. Construct validity is established both logically and empirically. For
example, a test which intends to measure English language proficiency would
be examined to be sure that it included items that measured oral language skills
(listening and speaking) as well as literacy skills (reading and writing). In
addition, studies would be conducted to determine if the tests were sensitive to
changes occurring as the result of instruction designed to improve English
proficiency. Studies also would be conducted to determine if the test correlated
with other measures of English proficiency.
The concept of construct validity can be interpreted in a number of ways in

the literature. For Cronbach (1971:443), "Construction of a test itself starts from a
theory about behavior mental organization derived from prior research that suggests
the ground plan for the test."
Kelly (1978:8) supported this view, commenting that:
... the systematic development of tests requires

some theory, even an informal, inexplicit one, to
guide the initial selection of item content and the
division of the domain of interest into appropriate
Sub-areas.
57
For Anastasi (1982: 144) defined it as
. . the extent to which the test may be said to

measure a theoretic construct or trait...Each construct
is developed to explain and organize observed
response consistencies. It derives from established
inter-relationships among behavioral measures...
Focusing on a broader, more enduring and more
abstract kind of behavioral description... construct
validation requires the gradual accumulation of
information from a variety of sources. Any data
throwing light on the nature of the trait under
consideration and the conditions affecting its
development and manifestations are grist for this
validity mill.
She also specified that:
...content, criterion-related and construct validation do

not correspond to distinct or logically co-ordinate
categories. On the contrary, construct validity is a
comprehensive concept which includes the other types. (
Anastasi ,op-cit1982: 153)
She argued that the theoretical construct, trait or behaviour domain

measured by any test can be defined in terms of the operations performed in
establishing the validity of the test.
58
The view expressed below differs only insofar as external empirical
data are seen as a necessary but not a sufficient condition for establishing the
adequacy of a test for the purpose for which it was intended. Though there is a
lack of an adequate theoretical framework for the construction of
communicative tests, this does not absolve test constructors from trying to
establish a priori construct validity for a test conceived within the
communicative paradigm. A test should always be designed on a principled
basis, however limited the underlying theory, and, wherever possible after its
administration, statistical validation procedures should be applied to the results
to determine how successful the test has been in measuring what it intended to
measure.
In the past, little attention was accorded to the non-statistical aspects of

construct validity. In the earlier psychometric-structuralist approach to language
testing the prevailing theoretical paradigm lent itself easily to testing discrete
elements of the target language, and little need was seen for much a priori
deliberation on the match between theory and test. Additionally, the empiricism
and operationalism of those working in educational measurement made the idea
of working with non-objective criteria unattractive. The notions of concurrent and
predictive validity, more consistent with the principles of operationalism and the
desire for an objective external criterion, took precedence. Now, construct
validity is viewed from a purely statistical perspective in much of the recent
American literature (Palmer et al. 1981; Bachman et al.1981). It is seen
principally as a matter of the a posteriori statistical validation of whether a test
has measured a construct which has a reality independent of other constructs. The
concern is much more with the a posteriori relationship between a test and the
psychological abilities, traits and constructs it has measured than with what
should have been elicited in the first place.
59
To establish the construct validity of a test statistically, it is necessary
to show that it correlates highly with indices of behavior that one might
theoretically expect it to correlate with ,and that it does not correlate
significantly with variables that one would not expect it to correlate with. An
interesting procedure for investigating this is the convergent and discriminant
validation process first outlined by Campbell and Fiske (1959) and later used by
Bachman and Palmer (1981). The latter argue that the strong effect of test
method that they discovered, points to the necessity of employing a multitrait
multi —method matrix as research paradigm in construct validation studies
about this aspect. The experimental design of the multi — trait/ multi —method
matrix has been criticized especially in relation to more direct tests of language
proficiency, but nevertheless it deserves further empirical investigation, as very
few studies have been reported.
In contrast to this emphasis on a posteriori statistical validation, there is

a body of opinion which holds that there is an equally important need for
construct validation at the a priori stage of test design and implementation. It
would seem self- evident that the more fully we are able to describe the
theoretical construct we are attempting to measure, at the a priori stage, the more
meaningful might be the statistical procedures contributing to construct
validation that can subsequently be applied to the results of the test. Statistical
data do not in themselves generate conceptual labels. We can never escape from
the need to provide clear statements concerning what is being measured, just as
we are obliged to investigate how adequate a test is in operation, through
available statistical procedures.
Construct validation seems to involve at least two problems. The first one is
the assumption that abilities or constructs can be precisely and finely defined and
divisible into components which can be measured separately. The second
60
problem is that the whole process tends to be cyclical since theories about
language lead to the design of instruments which are observed through the point
of view of the same theory.If hypotheses are not confirmed, new theories will be
formulated and the cycle will continue. This does not mean, however, that the
process is useless. Indeed that is the way in which science seems to develop. The
process can in fact generate valuable insights, apart from being a way of
ensuring clarity of objectives.
Construct validity is in fact the most important aspect of the process of

validation, since it must be theory driven and conducive with a framework of
language ability. It could be said that content validity will be concerned with the
extent to which certain constructs are operationalized through the use of
grammar, lexis, topics or tasks and concurrent validity, should be subordinated
to construct validity; if that is not the case, the mere correlation between two
tests tends to be pointless
1.4- Wash back Validity
Shohamy, Donitsa-Schmidt and Ferman (1996: 298) defined washback as

"the connections between testing and learning". Gates (1995: 101) defined
washback simply as "the influence of testing on teaching and learning". Messick
(1996: 241) referred to washback as ". . the extent to which the introduction and
use of a test influences language teachers and learners to do things they would
not otherwise do that promote or inhibit language learning". The washback
effect clearly has to do with the effect of testing on the teaching and learning
processes.
In other words, the washback effect can be defined as the direct or indirect
effect of examinations on teaching methods. According to the effect of
61
examinations on what we do in the classroom, we may refer to `positive' and `
negative' backwash (Heaton 1990: 170. Hughes 1989: 1). Although washback is
an important factor in classrooms wherever examinations play a dominant role in
the educational process, it has not been fully explored. It is not mentioned in the
index to such Standard English Language Teaching (ELT) handbooks as Stern (
1983), Howatt (1984), or Harmer (1991), and reference books such as Richards et
al. (1985) and Seaton (1982) do not consider it worthy of an entry. Heaton (1990)
and Hughes (1989) discuss it, rather sketchily; referring to it as òvert' backwash .
Alderson and Wall (1993), suggest that washback is more complex than has
hitherto been assumed. They make the point that there is no one-to-one
relationship between tests, good or bad, and their effect on the classroom. In their
view, before a test has any impact on classroom practice, it is mediated by factors
such as the place of examinations in particular, societies, the teacher's
competence, and the resources available within the school system.
Whether the washback effect is positive or negative, how it operates in

particular contexts —indeed, whether it exists at all-must be explored
empirically. Many of the assumptions about backwash are untested and
simplistic. Alderson and Wall (1993) point out that very little observation of the
effect has been carried out, and that what evidence there are points to the highly
complex nature of the process. Professional neglect of the washback effect (what
it is, how it operates, and its consequences) is one of the main reasons why new
methods often fail to take root in language classes. Many teachers, trapped in an
examination preparation cycle, feel that communicative and humanistic
methodologies are luxuries they cannot afford. When the market calls on
teachers and institutions to produce quantifiable results, it usually means good
examination results. Sound teaching practices are often sacrificed in an anxious
attempt to `cover' the examination syllabus, and to keep ahead of the
62
competition. In summary, `negative washback', as experienced by the learner,
means language learning in a stressful, textbook-bound environment.
The difficulties of precisely determining what it is that needs to be

measured perhaps argues for a greater concern with what has recently been
termed `washback validity' (Morrow 1986) or more commonly the washback of
the test on the teaching and learning that precedes it. (Porter 1983 and Weir
1983) .Given that language teachers operating in a communicative framework
normally attempt to equip students with skills that are judged to be relevant to
present for future needs and to the extent that tests are designed to reflect these,
the closer the relationship between the test and the teaching that precedes it, the
more the test is likely to have construct validity. We can say that a
communicative approach to language teaching is more likely to be adopted
when the test at the end of a course of instruction is itself communicative. A test
can be a very powerful instrument for effecting change in the language
curriculum as shown in recent developments in the field of language testing.
A suitable criterion for judging communicative tests might well be the degree to
which they satisfy students, teachers and future users of test results, as judged by
some systematic attempt to gather quantifiable data on the perceived validity of the
test.
If the test passes the first a priori validity handle, it is then worthwhile
establishing its validity against external criteria, through confirmatory a
posterior statistical analysis. If the first stage, with its emphasis on construct,
content, face and washback validities, is bypassed, then we should not be too
surprised if the type of test available for external validation procedures does not
suit the purpose for which it was intended.
In searching the literature on washback we found that Hughes (1989),

Heyneman and Ransom (1990), Shohamy (1992). Kellaghan and Greaney
63
The degree of inter-marker reliability is established by correlating the
scores obtained by candidates from marker. A with those from marker B. The
consistency of each individual marker (ìnter-marker reliability) is established
by getting them to remark a selection of scripts at a later date and correlating
the marks given on the two occasions. (Anastasia 1982 for a clear and
accessible introduction to the necessary statistics; also of use are Crocker, (
1981) and more recently Woods et al. (1986). The concern of the tester is how
to enhance the agreement between markers by establishing, and maintaining
adherence to explicit guidelines for the conduct of this marking. The criteria of
assessment need to be established and agreed upon, and markers need to be
trained in the application of these criteria through rigorous standardization
procedures (Murphy 1979). During the marking of scripts, there needs to be a
degree of cross-checking to ensure that agreed standards are being maintained.
Other aspects which concern test administration include the adequacy of

premises and equipment used; the time allowed for students to answer the
different papers; the amount of information to be provided —or not- by test

administrators; aspects of security; amount of preparation or training in
answering different parts of a test; clarity of instructions or rubrics and of
examples provided.
Individual factors include aspects which relate to test takers'

cultural/educational background or to psychological aspects such as: anxiety,
fatigue, degree of familiarity with test-type, cognitive style, previous
experiences in test-taking or empathy with test administrators or examiners.
Probably the most difficult task for test planners in relation to test reliability is
to anticipate variability in terms of test takers.Although these aspects are taken
into consideration at the stage of test design, i.e., before the test is actually
67
implemented, it is important that at a post-test stage ,the influence of individual
factors on test scores be investigated.
Reliability refers to:
If tests are scored by human judges, to what extent do different judges

agree in their estimation of student achievement?
How consistently a test measures whatever it is measuring and how

generalizable the results are?
Will a student's score today be close (if not identical) to his/her score
tomorrow?
Reliability can be grouped into three general types: test-retest, where

the same test is readministred to the same sample population after a short
intervening period of time, internal consistency obtained through dividing a test
into two halves (for example, one-half composed of the even numbered items
and one-half of the odd numbered items) and then correlating the scores on each
half of the test. This is called split-half reliability, and equivalent forms.
The third aspect of reliability that of parallel- forms reliability, is

often very difficult to achieve for both theoretical and practical reasons. To
achieve it, two alternative versions of a test need to be produced which are in
effect clones of each other. The reliability of the versions is directly proportional
to the similarity of the versions obtained when administered to the same test
population.
Equivalent forms reliability is determined by administering two different

forms of a test to the same group of people and then correlating the two scores to
determine the reliability index. As little time as possible (for example,
68
one day) should elapse between the two administrations. This is a measure of the
equivalence of the test scores. If more time is allowed to elapse (for example,
longer than one or two days), the reliability index becomes a measure of both
stability and equivalence, or a combination of test-retest and equivalent forms
reliability.
3-Practicality
The practicality of a test refers to the degree to which it is cost effective

and easy to administer. The number of testees, the time constraints for testing
and marking, and the available human and physical resources need to be
considered carefully before an assessment scheme is chosen. This is not only an
issue of money, but also of the perceptions of those who will be taking and
using the test. If a test can be administered efficiently by assessors and markers,
this increases the validity and reliability of the results as a whole. On the other
hand, a valid and reliable test is of little use if it does not prove to be a practical
one. This involves economy, ease of administration, scoring, and interpretation
of results. The longer it takes to construct, administer and score, and the more
skilled the personnel and equipment that are involved in the test, the higher the
costs are likely to be.
The duration of the test may affect its successful operation in other ways.
For example, a fatigue effect on the candidates, administrative factors such as
staff to invigilate and the availability of rooms in which to sit the examination;
all have to be taken into consideration. It is thus highly recommended to make the
test as short as possible, consistent with the need to meet the validity and
reliability and practicality criteria referred to above.
69
Practicality, in the sense of financial viability, may indeed prove to be the
real obstacle in the way of the development of communicative tests. Tests of this
type are difficult and time-consuming to construct, require more resources to
administer, demand careful training and standardization of examiners and are
more complex and costly to mark and report results on. The increased per-capita
cost of using communicative tests in large-scale testing operations may severely
restrict their use.
Conclusion
However problematic, we believe that there is clearly an imperative need

to try and develop test formats and evaluation criteria that provide the best
overall balance among reliability, validity and practicality in the assessment of
communicative skills.
To provide profiles rather than standard scores, each part of the profile
will need to reach an acceptable degree of reliability. To achieve satisfactory
reliability, communicative tests may have to be longer and have multiple
scoring. To enhance validity by catering for specific needs and profiling,
several tests will be needed, thus further raising the costs as compared to those
of single general tests available for large populations.
All the considerations to be made in order to ensure the good quality of

tests as instruments of evaluation, call for a complex process. It must be
conducted very carefully and will probably require a good deal of investment in
terms of time and personnel, especially in a large institution, which is the case
for the Department of English under study.
70
CHAPTER THREE
APPROACHES TO LANGUAGE TESTING
Introduction 72
I- The Structuralist Approach 73
II- The Psycho- Sociolinguistic Approach 77
III- The Communicative Approach 82
1-Communicative Language Ability 82
2-Characteristics of a Language Test 87
Conclusion 97
71
Introduction
In this chapter, we will discus the different approaches to language testing

and their limitations in terms of the criteria of validity, reliability and
practicality. These approaches to testing can be usefully described in terms of
the particular focus they represent. Although these approaches are listed here in
chronological order, they should not be considered as being strictly confined to
certain periods in the development of language testing. Nor are the four
approaches always mutually exclusive. It is our belief that a useful test will
generally incorporate features of several of these approaches. A test may have ce
rtain inherent weaknesses simply because it is limited to one approach, however
attractive that approach may appear.
Davies (1978:149) argued that by the mid `70's, approaches to testing

seemed to fall along a continuum which stretched from `discrete' item tests at
one end to integrative tests such as cloze at the other. He took the view that in
testing, as in teaching, there was a tension between the analytical approach on
the one hand and the integrative approach on the other ,and considered that "...
the most satisfactory view of language testing and the most useful kinds of
language tests, are a combination of these two views, the analytical and the
integrative." He explains that it was probable, in any case, that no test could be
wholly analytical or integrative and that:
The two poles of analysis and integration are similar to

(and may be closely related to) the concepts of
reliability and validity. Test reliability is increased by
adding to the stock of discrete items in a test; the
smaller the bits and the more of these there are, the
higher the potential reliability. Validity however is
72
increased by making the test truer to life, in this case
more like language in use. Davies, op-cit: 149
Oiler (1979), on the other hand, believes that testing should focus on the
integrative end of the continuum away from the `discrete point' approach to testing,
to what he termed "the psycholinguistic-sociolinguistic era": the age of the
integrative test.
Madsen (1983) describes that language testing as having evolved through

three major stages, which reflect people's attitudes towards the goals of
language teaching and language learning:
• the Intuitive Stage which focuses on subjective testing and is

dependent on personal impressions of the teachers,
• the Scientific Stage which stresses objective evaluation focusing on
language usage.
• the Communicative Stage which emphasizes evaluation of language
use rather than usage
I- The Structuralist Approach
This approach is characterised by the view that language learning is chiefly

concerned with the systematic acquisition of a set of habits. It draws on the work
of structural linguistics, in particular the importance of contrastive analysis and
the need to identify and measure the learner's mastery of the separate elements of
the target language: phonology, vocabulary and grammar. Such mastery is tested
using words and sentences completely divorced from any context, on the grounds
that a larger sample of language forms can be covered in the test in a
comparatively short time. The skills of listening, speaking, reading and writing
are also separated from one another as much as possible because it is considered
73
essential to test one aspect at a time. Such features of the structuralist approach
are valid for certain types of test and for certain purposes; for example, the
desire to concentrate on the testees' ability to write by attempting to separate a
composition test from reading (i.e. by making it wholly independent of the
ability to read long and complicated instructions or verbal stimuli) is
recommendable in certain respects.
This approach to measurement emphasises on reliability and objectivity.

Structuralists have been able to show clearly that such traditional examinations as
essay writing are highly subjective and unreliable, as a result the need for
statistical measures and validity is of the utmost importance in testing.The clear
advantages of testing `discrete' linguistic points are that they yield data which are
easily quantifiable, as well as allowing a wide coverage of items. Tests which
focus on `discrete' linguistic items are efficient and have the usual reliability of
marking associated with objectively scored tests,
The limitation of the `discrete-point' approach and the various formats

employed in it is that they suffer from the defects of the construct they seek to
measure. According to 011er (op-cit: 212)
Discrete point analysis necessarily breaks the elements

of language apart and tries to teach them (or test them)
separately with little or no attention to the way those
elements interact in a larger context of communication.
What makes it ineffective as a basis for teaching or
testing languages is that crucial properties of language
are lost when its elements are separated. The fact is that
in any system where the parts interact to produce
properties and qualities that do not exist in the part
separately, the whole is greater than the sum of its parts
74
... organizational constraints themselves become crucial
properties of the system which simply cannot be found in
the parts separately.
From Oiler's point of view, we can say that testing a candidate's linguistic
competence is a necessary, but not sufficient component of a test battery. In
real life, for example, people taking a driving test are required to demonstrate
that they perform the task; the licensing authority does not depend solely on a
pencil and paper test to inform about the extent of testees' knowledge
concerning the principles of driving. Similarly, those who have to make
assessments about a piece of music will make them on the piece as a whole,
not on selected parts of it. Chaplen (1970: xxvii) criticized isolated skills tests
from this point of view, arguing that "it seems unlikely that measurements of
the component Skills most commonly isolated can provide either singly or
aggregate, a satisfactory measurement of the gestalt."
This is a view shared by Savignon (1972) who found that grammatical

competence was not by itself a good predictor of communicative skills. Kelly (
1978) argued that if the goal of applied linguistics were seen as the analysis of
meaning, for example, the recognition of the context-specific meaning of an
utterance as distinct from its system-giving meaning, then applied linguists should
be more interested in the development and measurement of ability to take part in
specified communicative performance, the production of and comprehension of
coherent discourse, rather than in linguistic competence. This echoed Spolsky's (
1968) earlier point that, perhaps, instead of attempting the mastery of grammar
and lexis, we would be better employed in testing the person's ability to perform in
a specified socio-linguistic setting.
75
Other testing specialists came out with similar views.
Rea (1978: 51) stated that:
... although we would agree that language is a complex

behaviour and that we would generally accept a definition
of overall language proficiency as the ability to function
in a natural language situation, we still insist on, or let
others impose on us, testing measures which assess
language as an abstract array of discrete items, to be
manipulated only in a mechanistic way Such tests yield
artificial, sterile and irrelevant types of items which have
no relationship to the use of language in real life
situations.
Morrow (1979) argued that if we were to assess proficiency, (i.e., potential

success in the use of the language in some general sense), it would be more
valuable to test for a knowledge of and an ability to apply the rules and processes
by which these discrete elements are synthesized into an infinite number of
grammatical sentences and selected as being appropriate for a particular context,
rather than simply to test knowledge of the elements alone.
For Morrow (1979: 145),
...knowledge of the elements of a language in fact counts

for nothing unless the user is able to combine them in new
and appropriate ways to meet the linguistic demands of the
situation in which he wishes to use the language.
76
II. The Psycho-Sociolinguistic Approach
In response to a feeling that `discrete-point' tests were insufficient

indicators of language proficiency, the testing pendulum on the whole swung in
favour of global tests in the 1970s, into what Spolsky (1976) termed the
psycholinguistic-sociolinguistic era, an approach to measurement that was in
many ways contrary to the allegedly atomistic assumptions of the `discrete-points'
tests ( Davies 1978).
Read (1981:61) succinctly described the psycholinguistic-sociolinguistic
approach:
From a psycholinguistic perspective, language came to
be seen as a well-defined taxonomic structure and more
of a dynamic, creative, functional system. It was
recognized that natural language contains a
considerable amount of redundancy, so that it is difficult
to show that any single linguistic unit is indispensable
communication... The sociolinguistic contribution centers
on the concept of communicative competence, which
represents a broadening of Chomsky's notion of
competence to cover not only knowledge of rules for
forming grammatical sentences but also rules for using
those sentences appropriately with different contexts...
Thus the psycholinguistic and sociolinguistic
perspectives have enlarged the basis on which the validity
of a test is to be judged.
Oiler (1979) mentioned that global integrative tests such as dictation and
cloze went beyond the measurement of a limited part of language competence
achieved by `discrete point tests towards testing the receptive skills , that such
77
tests could measure the ability to integrate disparate language skills in ways
which more closely approximated the actual process of language use. For
Oiler (1979: 37):
The concept of an integrative test was born in contrast

with the definition of a discrete point test. If discrete items
take language skill apart, integrative tests put it back
together . Whereas discrete items attempt to test
knowledge of language one bit at a time, integrative tests
attempt to assess a learner's capacity to use many bits all
at the same time, and possibly while exercising several
presumed components of a grammatical system, and
perhaps more than one of the traditionally recognized
skills or aspects of skills.
Oiler maintained that linguistic tests such as cloze require `performance' under
real-life constraints, for example, time; they are at least a guide to aptitude and
potential for communication, even if they do not test communication itself. They
are also practical to administer, economical to set and mark, and have
respectable reliability figures associated with them. Although such tests are
global in that they require testees to exhibit simultaneous control over different
aspects of the language system, they are nevertheless indirect. They might
integrate disparate language skills in ways which more closely approximate
actual language use, but one would say that their claim to reach communicative
validity remains uncertain, as only direct tests which simulate relevant authentic
communication tasks can claim to reflect actual communicative interaction.
From a communicative point of view, these tests show insufficient attention to
the importance of the productive and receptive processing of discourse, arising
out of the actual use of language in a social context with all the attendant
78
performance constraints, for example, the interaction based nature of discourse
unpredictability and behavioral outcomes (this can be seen in Morrow 1979 and
Moller 1981).
Work by Alderson (1978), however, has raised important questions about the
validity of the integrative measures as testing devices. He demonstrated that there is
no such thing as "the cloze test", and even in using the same passage, results are
affected by altering the point where the deletions are started from, or by using a
different nth rate deletion.
According to Davies (1981), there is evidence in the literature that format of a

task can unduly affect the performance of some candidates (this can be seen in the
work of Murphy 1978, 1980 and Weir 1983). This makes it necessary to include a
variety of test formats for assessing each construct rather than rely on a single
overall measure such as cloze. In this way, candidates might be given a better
chance of demonstrating potentially different abilities.
Both Rea (1978) and Morrow (1979) have emphasized that although indirect
measures of language abilities such as close or dictation claim extremely high
standards of reliability and concurrent validity as established by statistical
techniques, their claim to other types of validity remains uncertain.
Morrow (1979) cited as evidence for this the fact that neither cloze nor dictation
offers the opportunity for spontaneous production by the candidate and the
language norms which are followed are those of the examiner (or original author
of the text), not of the student. Neither testing procedure offers the possibility for
oral or noncontrolled written production, and since the oral and written skills are
generally held to be highly important, some means of assessing them reliably in
communicative situations should be found. Although integrative measures appear
to correlate highly with other similar measures of general language
79
proficiency, there is empirical evidence that doze correlates only moderately
with tests of written production (as mentioned by Weir et al. 1978) and with
spoken production (Vollmer 1981). Given that the tests concerned are reliable,
this would suggest the possibility that proficiency in these areas cannot be
adequately predicted by a test of overall proficiency. Morrow also claimed both
doze and dictation to be fundamentally suspect since they are tests of
underlying ability (competence) rather than actual performance. In other words,
they depend basically on knowledge of the language rather than the ability to
operate this system in authentic settings.
Concerning the doze test, Carroll (1980:9) reached the same conclusion:
...this (doze test) is still essentially usage based. The task

does not represent genuine interactive communication and
is, therefore, only an indirect index of potential efficiency
in coping with day to day communicative tasks.
Even if it were decided that indirect tests such as doze were valid in some sort of
derived fashion, it still remains true that performing on a cloze test is not the
same sort of activity as reading. The pedagogical consequences of including this
type of test measure in a battery of tests might be harmful in that this would
results in candidates being taught specifically to handle indirect assessment tasks
in preference to teaching them to cope with more realistic tasks.
Kelly (1978:241) made the observation that some candidates may manage
to succeed in the indirect task by a training of a certain kind and thus invalidate
the test:
... Indirect tests are subject to attacks on their validity

in those cases where it is possible to by-pass the ability
80
,
in question and develop proficiency in the assessment

task alone.
He (ibid: 245-246) also noted that:
Analysis of a student's responses to an indirect test will

not provide any relevant information as to the reasons
for the student's difficulties in the authentic task, of
which one assumes, the indirect test is a valid and
reliable measure. By their very nature, indirect tests can
provide evidence for level of achievement, but cannot
diagnose specific areas of difficulty in relation to the
authentic task.
In this sense, integrative tests (such as cloze) only tell us about a

candidate's linguistic competence. They do not tell us anything directly about a
student's performance ability, and their main value in their unmodified form is
in designating competence levels rather than relating candidates' performance to
any external criteria. They are only of limited use where the interest is in what
the student can or cannot do in terms of the various language tasks they may
face in real life situations. High correlations between cloze and other measures
may only reflect that they are measuring different skills which are highly
correlated among individuals; however, this does not mean that there will be no
individuals whose performances in the various skills differ considerably.
The deficiencies in the type of information the `discrete point' approaches of

the psychometric- structuralist era and the more integrative approaches of the
psycholinguistic-sociolinguistic era can provide bring about a need to
81
investigate the `communicative paradigm' to see whether this approach might prove
more satisfactory.
III-The Communicative Approach

The communicative language testing approach. It considers language
to be interactive, purposive, authentic, contextualized, and based and
assessed in terms of behavioral outcomes. This approach emphasizes
evaluation of language use rather than usage. It is based on the premise
that language is first and foremost a tool for communication. From this
perspective, tests designed to assess student proficiency can be tailored to
include items which possibly measure the students' communicative ability
in all levels of language.
1-Communicative language Ability
We would like to compare foreign language ability to the ability to drive a

car. In both cases, it seems to us that there are a number of enabling micro-skills
which have to be learnt in isolation or perhaps with a bit more attention paid to
each one at a time so that one can satisfactorily achieve the intended goals. In the
case of driving, these micro-skills are starting the engine, using the breaks,
changing gear, signaling intention to turn right or left....In the case of using a
foreign language, micro-skills include relating different parts of a text,
summarizing, expressing different feelings through intonation, changing the topic
of a conversation...According to Widdowson (1983: 30), these skills are "the
backstage facilitators" which have to be mastered in order to be disregarded
while "the play is in action" —to use yet another analogy.
This notion of the learning process brings us to the problem of

assessment. It seems only fair that a teacher or a course planner would like to
82
know the extent to which each learner is capable of making use of micro skills
in order to achieve a certain goal. It might be claimed that the only way to do
this is to follow the learner around in order to observe his/her actual behaviour
and assess this performance. In the case of driving, this "realistic" assessment
would mean sitting in a car and letting the learner drive around, coping with all
sorts of problems. Not only in relation to driving, but in terms of language
learning as well, such testing method presents a series of problems, as pointed
out by Skehan (1988). To start with, it is impractical, biased, unethical and
unreliable. Besides, how can one decide that a representative sample of
behaviour has been observed, so that a judgment can be made? Thirdly, in the
case of language instruction, (and unlike driving) we are very often concerned
with progress in relation to a set of objectives. Performance, then, is assessed
in terms of different stages of the learning process (i.e. the process of
integrating different parts of the whole with different levels of mastery), and
not against a "competent users' model of language proficiency.
What follows then is that when designing and implementing language

tests, we have to work according to a set of underlying principles, the same sort
of framework which guides the setting of pedagogic objectives and
methodological procedures. In other words, as stated by Skehan (1988:211)
We can only decide what and how test by recourse to

theory- theory which guides and predicts how an
underlying communicative competence is manifested
in actual performance; how situations are related to
one another, how competence can be assessed by
examples of performance on actual tests; what
components communicative competence has; and how
these inter-relate.
83
According to Candlin (1986:40)
Communicative language ability (CLA) can be

described as consisting of both knowledge, or
competence, and the capacity for implementing, or
executing that competence in appropriate contextualized
communicative language use. ...the ability to create
meanings by exploring the potential inherent in any
language for continual modification in response to
change, negotiating the value of convention rather than
conforming to established principle. In sum, ...a coming
together of organized knowledge structure with a set of
procedures for adapting this knowledge to solve new
problems of communication that do not have ready-
made and tailored solutions.
The framework of Communicative Language Ability (CLA) proposed by

Candlin includes three components: language competence, strategic
competence, and psycho physiological mechanisms. Language competence
comprises, essentially, a set of specific knowledge components that are utilized
in communication via language. Strategic competence is the term used to
characterize the mental capacity for implementing the components of language
competence in contextualized communicative language use. Strategic
competence thus provides the means for relating language competencies to
features of the context of situation in which language use takes place and to the
language user's knowledge structures (sociocultural knowledge, `real world'
knowledge). Psycho physiological mechanisms refer to the neurological and
psychological processes involved in the actual execution of language as a
physical phenomenon (sound, light). The interactions of these components of
84
CLA with the language use context and language user's knowledge structures are
illustrated in the Figure below.
Figure: 1 Components of Communicative Language Ability in

Communicative Language Use.
The idea of competence, as in Canale and Swain framework (Canale and Swan:
1980, extended in Canale: 1983) relates to underlying knowledge of different
aspects of language. They define competence in terms of four areas of knowledge
and skill:
• grammatical competence, which has to do with mastery of the language
code —lexis, syntax and phonology;
• sociolinguistic competence, which refers to the appropriacy of language in
relation to different sociolinguistic contexts;
• discourse competence, which relates to the organization of discourse in
terms of cohesion and coherence; and
• strategic competence, which encompasses the verbal and non verbal
strategies used to compensate for breakdowns in communication or to
enhance the effectiveness of communication. It is the part which performs
assessment, planning and execution functions in determining the most
effective means of achieving a communicative goal.
Bachman's (1990) model of communicative competence incorporates the

ideas discussed above and adds other different components. He uses the term
communicative language ability as a general term, to include language
competence, strategic competence and psycho physiological mechanisms and
language competence includes what Canale and swain, described as
grammatical, discourse and sociolinguistic competence, and Bachman explains
his own model of language competence as demonstrated in the diagram below.
The description of language competence presented here builds upon e

mpirical findings by grouping morphology, syntax, vocabulary, cohesion, and
Drganization under one component, organizational competence, `Pragmatic
competence, but also those abilities related to the functions that are performed
through language use. Language competence is classified into two types:
organizational competence and pragmatic competence. Each of these, in turn,
consists of several categories. The components of language competence are
illustrated model, and as with any metaphor, it captures certain features at the
expense of others. This diagram represents the hierarchical relationships among
the components of language competence, at the expense of making them appear
as if they are separate and independent of each other. However, in language
use, these components all interact with each other and with features of the
language use situation. Indeed, it is this very interaction between the various
competencies and the language use context that characterizes communicative
language use.
2-Characteristics of a Communicative Language Test
Brown (1987:230) elaborates on the characteristics of a

communicative language test:
A communicative test has to meet some rather stringent

criteria. It has to test for grammatical, discourse,
sociolinguistic, and illocutionary competence as well as
strategic competence.
Such a test has to be pragmatic in that it requires the learner to use

language naturally for genuine communication and to relate to thoughts and
feelings, in short, to put authentic language to use within a context. It
should be direct (as opposed to indirect tests which may lose validity as
they lose content validity). It should test the learner in a variety of
language functions.
87
An important observation in the previous quotation is that in testing
communicative performance, test items should measure how well students
are able to engage in meaningful, purposeful, and authentic communicative
tasks. Students must have a good performance linguistically and
communicatively. That is, they must have a good command of the
components involved in communication. The best exams in this
communicative era, Madson (1983) comments, are those that combine the
various sub skills necessary for the exchange of oral and written ideas. He
asserts that communicative tests need to measure more than isolated
language skills, to comprehensively indicate how well a person can
function in another language.
The communicative approach to language testing is sometimes linked to

the integrative approach in that it involves the testing of language in context, and
is thus concerned primarily with meaning and the total communicative effect of
discourse. However, although both approaches emphasise the importance of the
meaning of utterances rather than their form and structure, there are nevertheless
fundamental differences between the two approaches. We can notice that
communicative tests are concerned primarily (if not totally) with how language
is used in communication. Consequently, their major aim is to incorporate tasks
which approximate as closely as possible to those facing the students in real life.
Success is judged in terms of the effectiveness of the communication which
takes place rather than formal linguistic accuracy. Language use is often
emphasised to the exclusion of language usage as it is concerned with how
people actually use language for a multitude of different purposes while usage'
concerns the formal patterns of the language.
In practice, however, some tests of a communicative nature include the

testing of usage and assess the ability to handle the formal patterns of the target
88
language. Some supporters of the communicative approach would argue that
communicative competence can never be achieved without a considerable mastery
of the grammar of a language.
The attempt to measure different language skills in a communicative test is

based on a view of language referred to as the "divisibility hypothesis". This
hypothesis holds that Communicative testing results in an attempt to obtain
different profiles of a learner's performance in the language: the learner may, for
example, have a poor ability in using the spoken language in informal
conversations, but may score quite highly on tests of reading comprehension. In
this sense, communicative testing draws heavily on the recent work on aptitude
testing where it has long been claimed that the most successful tests are those
which measure separately such relevant skills as the ability to translate news report
s, the ability to understand radio broadcasts, or the ability to interpret speech
utterances. The score obtained on a communicative test will thus result in several
measures of proficiency rather than simply one.
To have a good understanding of what is meant by communicative testing,

it is necessary to examine more closely the concept of communicative
competence. For Hymes (1972), communicative competence is a two-
dimensional model, comprising a `linguistic' element-the ability to use the
language and a `sociolinguistic' element the knowledge which underlay actual
performance. Most subsequent models have included considerations of a
sociolinguistic dimension, but relatively little is in fact done and known about
the communicative paradigm, and adequately developed theories of
communicative language use are not yet available. This is not to say that we
must wait for completion of such theories before appropriate procedures can be
developed. Rather, we need to investigate systematically some of the available
89
hypotheses about language use and try to operationalise these for testing
purposes.
Morrow (1979) and Canale et al. (1980) provided a useful starting point for
a clarification of the terminology necessary for forming a more definite picture
of the construct of communicative testing. They argued that communicative
language testing as well as being concerned with what the learner knows about
the form of the language and about how to use it appropriately in contexts of use
(competence), must also deal with the extent to which the learner is actually able
to demonstrate this knowledge in a meaningful communicative situation (
performance), i.e., what he can do with the language, or as Rea (1978:4) put it, ".
..his ability to communicate with ease and effect in specified sociolinguistic
settings." . They felt that a distinction needed to be made between
communicative competence and communicative performance.
They explain that communicative competence includes grammatical

competence (knowledge of the rules of use and rules of discourse) and strategic
competence (knowledge of verbal and non-verbal communication strategies).
The model was subsequently updated by Canale (1983), who proposed a four-
dimensional model comprising linguistic, sociolinguistic, discoursal and
strategic competences. Concerning communicative performance, they state that
the performance tasks candidates are faced with in communicative tests should
be representative of the type of task they might encounter in their own real-life
situation and should correspond to normal language use where an integration of
communicative skills is required, with little time to reflect on, or monitor
language input and output. The criteria employed in the assessment of
communicative performance on these tasks should relate closely to the effective
communication of ideas in that context. Models such as these provide a useful
90
framework for the design of language tests, but it must be emphasized that they
are still in need of validation.
Like the separate testing of the skills in the structuralist approach, it is felt
in communicative testing that sometimes the assessment of language skills in
isolation may have only a very limited relevance to real life. For example, reading
would rarely be undertaken solely for its own sake in academic study,
but rather for subsequent transfer of information obtained to writing or
speaking. Since language is decontextualised in a psychometric-structural test, it is
often a simple matter for the same test to be used globally for any country in the
world. Communicative tests, on the other hand, must of necessity reflect the
culture of a particular country because of their emphasis on context and the use of
authentic materials. Not only should test content be totally relevant for a particular
group of testees, but the tasks set should relate to real-life situations, usually
specific to a particular country or culture.
We can notice that there has been a remarkable shift in emphasis from the
linguistic to the communicative dimension. The emphasis is no longer on linguistic
accuracy, but on the ability to function effectively through language in particular
contexts of situation. Cooper's (1968) view that existing test frameworks, because
they concentrated on linguistic competence, might fail to assess a person's
communicative ability, was taken up by Morrow (1979:149) who argued that
traditional tests did not give
...any convincing proof of the candidate's ability to

actually use the language, to translate the competence (or
lack of it) which he is demonstrating into actual
performance ìn ordinary situations' i.e. actually using
91
the language to read, write, speak or listen in ways and
contexts which correspond to real life.
Carroll (1980:7) expressed a similar view:
...the prime need of most learners is not for a theoretical or

analytical knowledge of the target language, but for an
ability to understand and be understood in that language
within the context and constraints of particular language-
using circumstances.
For him (op. Cit., 7)
...the ultimate criterion of language mastery is therefore

the learner's effectiveness in communication for the
settings he finds himself in.
We can say that communicative testing is one which samples behaviour in

a single setting with no intention of generalizing beyond that setting- any other
test is bound to concern itself with competence. The very act of generalizing
beyond the setting actually tested implies some statements about abilities to use
the language and/or knowledge of it. It would be then more accurate in
discussing communicative language testing not to claim to be doing anything
more than evaluating samples of performance, in certain specific contexts of
use, created under particular test constraints, for what they can tell us about a
candidate's underlying communicative competence.
92
For Kelly (1978:350)
To take part in a communicative event is to produce

and/or comprehend discourse in the context of
situation and under the performance conditions that
obtain. It is the purpose of a proficiency test to assess
whether or not candidates are indeed capable of
participating in typical communication events from
the specified communication situation (s).
It is, however, difficult to see how competence (knowing about using a language)
might be evaluated except through its realization in performance. Only
performance can be directly observed and hence evaluated. All linguistic
behaviour, even completing multiple choice tests of phoneme discrimination,
necessarily involves performance. In practice, a clear distinction between
performance and competence will be difficult to maintain.
Rea (1985) argues that all tests are more satisfactorily seen as tests of
performance that are to varying degrees communicative or non- communicative,
or (in Widdowson's dichotomy) use or usage based. Rea also distinguishes
between items as meaning dependent or independent, and describes how the
former can be subdivided according to whether they involve a context determined
response or not. Considering Rea's point of view, we might accept that
communicative performance relates to the transmission and reception of
particular meanings in particular contexts, and what can be tested is the quality
and effectiveness of the performance observed in these circumstances.
In the current testing literature, there is a strong emphasis on the importance

of test purpose, and it is held that no one solution can accommodate
93
the wide variety of test scenarios. It is argued that differentiated tests in
different skills areas need to be made available for evaluating different groups
of testees with different target situation needs. To measure language proficiency
adequately in each situation, account must now be taken of where, when, how,
with whom, and why the language is to be used, and on what topics, with what
effect.
One can imagine these characteristics being relatively easily attended to in

performance —based proficiency tests geared towards the assessment of ability
to perform a restricted set of very well-defined tasks. These are, for example, the
sort of tests described by Wesche (1987), which rather than trying to establish
overall proficiency levels, set out to judge the extent to which test-takers are
ready to carry out certain specific activities. Even then, however, aspects such as
unpredictability, response to context, purpose of interaction and authenticity of
materials will be very much determined and restricted by not only the range of
abilities being tested but also by the limitations of length and time which are
imposed on a test.
As for the progress and achievement tests being focused on this thesis, it
seems to us that most of the characteristics outlined by Morrow can be attended to
by sampling a syllabus which claims to be designed to foster the development of
communicative language ability. (Alderson, 1983) However, sampling such a
syllabus —if it exists- is not enough as a guarantee that any test will be an effective
measure of language ability.
We believe that the most authentic behaviour in a language test is to display

knowledge which can then be assessed by an examiner. Nevertheless, if tests are
going to mirror the teaching syllabus and classroom activities, it seems that the
texts used will be of the type learners are familiar with. As for question
94
types, some distinction will perhaps be made between those which are more
suitable for teaching and those which are probably better testing instruments. A
cloze exercise, for example, seems to be the kind of technique which goes with
testing more than with teaching.
In relation to assessment of outcome, it seems that one must accept the

premise that linguistic competence (in Bachman's terms) or communicative
competence (as defined by Canale and Swain) is divisible and subject to
assessment of their different components. Hence, tasks which can be perceived as
global and self-contained as pieces of discourse, can lend to interpretations of
focus on different aspects of language ability. This is, in fact, the approach taken
by Milanovic (1988) in the design of large-scale achievement tests for adult
beginners. Each one of these tests deals with sub-skills (based on Munby: 1978 and
Carroll: 1978), and different aspects of competence, defined according to the
different levels of the course. In the case of writing and speaking, production is
evaluated holistically on the basis of achievement of goal, as well as with reference
to different aspects of competence (e.g. linguistic, discoursal, etc.)
The reading and listening tests try to assess comprehension with a minimum
amount of production. The Use of English test focuses not only on aspects of lexis
and syntax but on sociolinguistic appropriacy as well.
The questions which the test designers have to face, as mentioned by Rea
(1985) are:
• Is it really possible to maintain the theoretical distinction between language
competence and strategic competence as in the Bachman model?
• If what one can observe through a test is actual performance, how is one to
assess this performance? Simply on the basis of achievement of
communicative goal? But, then, is communicative goal an absolute
95
concept, or is it open to interpretation in relation to the speakers involved
and the context of situation?
• If performance is judged not to be satisfactory, how does one know whether
the drawback was in the area of linguistic competence or whether the
student simply could not access some existing knowledge?
• What kind of test will best prompt students' performance so that they can
use underlying competence?
Morrow (1979) has listed a number of characteristics of language use which,

according to him, are not taken into account by conventional tests (which he does
not define very clearly, apart from mentioning some testing techniques such as
cloze and dictation) :
• interaction-based, i.e., presupposing more than one participant ;

• unpredictability, in terms of the directions communication can take ;
• context, both linguistic and of the social situation ;
• purpose ;
• performance, i.e., constraints such as time pressure, memory failure or
emotional states which can hinder performance ;
• authenticity, i.e., avoidance of specially created materials ; and,

• behaviour-based, in the sense that successful outcome is judged on the basis
of communicative goal.
As a concluding statement about the three major testing approaches, we

would say that the important role of context as a determinant of performance
ability is stressed and an integrative approach to assessment as against a
decontextualised approach is advocated. For 011er (1973, 1979), the higher
the level at which language is contextualized, the more effective language
perception, processing and acquisition are likely to be. The variability in
96
performance according to the discourse domain or type of task involved is
recognized with the attendant implications this might have for test length.
Authenticity of both texts and test tasks is regarded as something worth
attempting to pursue despite the problems involved. The fact that communicative
performance is affected by prior knowledge/experience/abilities is accepted
along with the implications of this for test specificity. The possible influence of
test method on trait estimation is increasingly recognized, if not yet fully
understood. The principle of eliciting the student's best performance by
minimizing the effect of the measurement technique on this is advocated. The
net result of these considerations is that different tests are constructed to match
different purposes and these instruments are no longer uniform in content or
method.
Conclusion
The different approaches to language testing, the structuralist, the psycho-

sociolinguistic and communicative) are rather complementary, in the sense that each
approach responds to and serves specific needs of a particular population of learners
during a period of time. They all have their limitations in terms of criteria of validity,
reliability and practicality. The useful approach would be an eclectic one, which
incorporates positive features from other approaches.
97
CHAPTER FOUR
TESTING ORAL PROFICIENCY
Introduction 99
I-The Oral Proficiency 100
II-Oral Proficiency Testing 103
1-Approaches to Testing the Oral Proficiency 103
2- Specificity of Oral Proficiency Testing 106
3-Criteria of Testing Oral Proficiency 107
4-Impoving the Reliability of Oral Examinations 111
5- The Assessment Scales 118
III -Procedures of Testing Oral Proficiency in the 127
Department of English
Conclusion 129
98
Introduction
The traditional view that written skills have greater importance than oral
skills still prevails. In the last century, the arguments for a strong emphasis on
oral skills in foreign language teaching were not very strong. Few people
travelled, business was not as international as it is today, communication with
other countries was mainly by mail, and for many students the main attraction of
studying a foreign language was probably the opportunity to read literature in the
target language. Teaching methods were chosen accordingly: there was an
emphasis on writing, especially the translation of literary texts, and a minor role
for oral skills.
In the 1990s the situation has changed radically. Travel abroad is now
within the reach of almost everybody, business is increasingly international, and
Communication between countries is more in the form of direct contact by
telephone. An interest in literature is also much less common among students of
foreign languages, who include among their numbers those combinations with
Law, Business Studies, Linguistics, Social Sciences, etc. Many students are
quite likely to be more familiar with foreign language films, television series
and pop-stars than with foreign literature. It is therefore no surprise that a
greater number of educational institutions nowadays have started to stress the
importance of oral skills. Schools and many other educational institutions have
responded to the perceived changes in the needs of language learners mainly by
teaching foreign languages to a far larger number of learners than previously,
and by changing methods, moving away from the traditional translation and
grammar approach towards `communicative', mainly oral, skills. The focus of
debates over oral assessment has taken a great importance in the field of
teaching English.
99
Against this background, developments are taking place in our higher
system of education, with the introduction of new courses and combination
involving foreign languages, and changes to the content of existing courses (
adopting the LMD system). In this study we would like to find out and look at how
the growing importance of the oral proficiency in foreign languages is reflected in
the testing, and to some extent also in the teaching, of oral skills for first year
university students.
I-The Oral Proficiency
Language researchers openly acknowledge the lack of consensus about

what the oral proficiency encompasses. Cummins (1984), for example, states
that the nature of oral proficiency has been understood by some researchers as
consisting of many separate language components and by others as consisting of
only one global factor. Valdés and Figueroa (1994:34) indicate that:
...what it means to know a language goes beyond

simplistic views of good pronunciation, "correct"
grammar, and even mastery of rules of politeness.
Knowing a language and knowing how to use a
language involves a mastery and control of a large
number of interdependent components and elements
that interact with one another and that are affected by
the nature of the situation in which communication
takes place.
Oiler and Damico (1991) succinctly state that the nature and specification of the
elements of oral proficiency have not been determined and there continues to be
debate among academicians and practitioners about the definition.
100
The complexity of language and the lack of consensus as to the exact
nature of oral proficiency is critical for one fundamental reason: each language
proficiency test should be based on a defensible model or definition of oral
language proficiency. The question is which definition to use? Oral proficiency
tests have been developed on the basis of a plethora of definitions and theories.
Additionally, the test developer may indicate that a test is based on a particular
model of oral language proficiency but, it remains to be seen just how
successfully the model was actually operationalized in the form of a test. In
other words, describing the theoretical model of oral language proficiency in a
technical manual does not mean that the test exemplifies the model.
We can say that a fully English proficient student is someone who is able
to use English to ask questions, to understand teachers, to read materials, to test
ideas, and to challenge what is being asked in the classroom. He /She is also the
one who has the ability to use oral language appropriately and effectively in
learning activities (such as peer tutoring, collaborative learning activities, and
question/answer sessions) within the classroom and in social interactions within
the school.Canale (1994) offers an equally practical definition of English oral
proficiency. Her definition of oral proficiency is predicated on a socio-
theoretical foundation. What this means is that language is more than just the
sum of discrete parts (for example, pronunciation, vocabulary, grammar). It
develops within a culture for the purpose of conveying the beliefs and customs
of that culture. Anyone who has ever tried to translate an idiom from one
language to another understands this premise. A "bump on a log" in English
means someone who is lazy or a does-nothing, but the non-English speaker has
to assimilate the idiom rather than the meaning of each individual word in order
to make sense of the phrase. In this sense Canale (ibid: 60) says that oral
proficiency is:
101
• dynamic and contextually-based (varies depending upon the situation,
status of the speakers, and the topic),
• discursive (requires connected speech),

• and requires the use of integrative skills to achieve communicative
competence.
In other words, oral proficiency is a coherent orchestration of discrete elements,

such as vocabulary, discourse structure and gestures to communicate meaning in a
specific context.
If we consider the kinds of linguistic abilities that underlie the successful

academic performance of students, we see that students must be able to orally
respond to teacher and peer queries for information, ask probing questions, and
synthesize reading material. They must be able to understand routine aural
instructions in a large group setting and peer comments in a small group setting.
Moreover, the successful language user also knows the social and cultural rules
governing these and many other language mediated activities.
Valdés and Figueroa (1994:62) maintain that oral proficiency testing should
require this kind of contextualized language processing. They take the position that
it is feasible to:
... identify the levels of demand made by such contexts

and the types of language ability typical of native,
monolingual English speaking learners who generally
succeed in such contexts. From these observations, one
could derive a set of criteria against which to measure
the abilities of non-native English speaking children in
order to decide whether to educate them in English or
their home language.
102
The reason for this recommendation is obvious. An oral English language
proficiency test score is intended to assist educators in making an accurate
judgment regarding which learners need English language instructional
assistance or no longer need such assistance. Making such a judgment becomes
difficult when the language tasks underlying the test score bear little
resemblance to the language tasks characteristic of a mainstream classroom.
II-Oral Proficiency Testing
1-Approaches to Testing Oral Proficiency
Oiler and Damico (1991:82) indicate that oral proficiency tests can be
associated with three schools of thought: Discrete-point testing, Integrative Testing
and Pragmatic Testing.
Discrete point is based on the assumption that language proficiency consists

of:
... of separable components of phonology, morphology,

lexicon, syntax, and so on, each of which could be
further divided into distinct inventories of elements (e.g.,
sounds, classes of sounds or phonemes, syllables,
morphemes, words, idioms, phrase structures, etc.)
Following the discrete point model, an oral proficiency test typically uses
testing formats such as phoneme discrimination tasks where the test taker is
required to determine whether or not two words presented aurally are the same
or different (for example, /ten/ versus /den/). A similar example might be a test
designed to measure vocabulary which requires the test taker to select the
appropriate option from a set of fixed choices. The authors conclude that the
103
weaknesses leading to the demise of such thinking centred upon evidence such
as:
• the difficulty of limiting oral testing to a single skill for example,

Multiple Choice Questions (MCQ)
• the difficulty of limiting oral testing to a single linguistic element (for
example, vocabulary) without involving other domains (for example,
phonology);
• and the difficulty of measuring oral proficiency in the absence of any
social context or link to human experience.
The Integrative approach of testing requires that oral language proficiency

be assessed "in a fairly rich context of discourse".( Damico and 011er opcit 1991:
83) This assumption was based on the belief that oral language processing or use
entails the simultaneous engagement of more than one language component (for
example, vocabulary, grammar, gesture) and skill (for example, listening,
speaking). Following this logic, an integrative task might require the test-taker to
listen to a story and then retell the story or to read the story and then summarize
the story.
Pragmatic language testing differs from Integrative testing in one

fundamental way: an ostensible effort is made to link the language testing situation
with the test-taker's experience. As 011er and Damico (1991) state, normal
language use is connected to people, places, events and relations that implicate the
whole continuum of experience and is always constrained by time or temporal
factors. Consequently, pragmatic oral language tasks are intended to be as "real
life" or authentic as possible. That might require the test-taker to engage in a
listening task like an integrative task, but under the contextual and temporal
conditions that generally characterize this activity. From a pragmatic perspective,
language learners do not generally listen to audio-taped stories; they
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more commonly listen to adults or competent readers read stories. In this sense a
story-retell listening task which uses a tape-mediated story falls short of meeting
pragmatic criteria. A pragmatic approach to story retelling might take on the
following features:
• normal visual input is provided (for example, the reader's gestures, the print
on the page, an authentic number of story linked pictures in the text);
• time is managed differently in that the learner may have opportunities to ask
questions, make inferences, or react in a normal way towards the content of
the story; and
• the story, its theme, the reader, and the purpose of the activity form part of
the learner's experience.
Oiler and Damico (1991:85) make an interesting observation regarding the

power of pragmatic oral proficiency testing. The researchers explain that, what
is more important about pragmatic tests, and what is yet to be appreciated fully
by theoreticians and practitioners is that all the goals of discrete point items (for
example, diagnosis, focus, isolation) are better achieved in the full rich context
of one or more pragmatic tests. As a method of linguistic analysis, the discrete
point approach has some validity, but as a practical method for assessing
language abilities, it is misguided, counterproductive, and logically impossible.
In other words, if the intent is to measure the learner's proficiency in the areas of
grammar, vocabulary and pronunciation, for example, this is best achieved
through a pragmatic language approach which seems to meet the demands of
educators. Nonetheless, educators will be limited to the use of currently
available tests which may or may not measure oral proficiency in a pragmatic, "
real life" manner. All in all, we can say that opting for one approach or another
will depend on the situation and the objectives to be attained
105
2- Specificity of Oral Proficiency Testing
Many teachers feel comfortable setting pencil-and-paper tests. Years of

experience marking written work have made them familiar with the level of
written competence pupils need in order to succeed in a specific standard.
However, they often feel much less secure when dealing with tests which
measure speaking and listening even though these skills are regarded as essential
components of a diagnostic test which measures overall linguistic proficiency.
Although some of the second-language English learners often come from an oral
rather than a written culture, and so are likely to be more proficient in this mode
of communication, at least in their own language, speaking in English may be a
different matter. The lack of proficient, well trained teachers and an authentic
environment may impede students' acquisition of oral proficiency. Therefore,
identifying and providing the correct learning environment to the student is all
the more challenging and important.
How can one succeed to set a test which does not intimidate but
encourages learners to provide an accurate picture of their oral ability. In
replying to this question, one needs to consider briefly the findings of
researchers working in the field of language testing. According to Madsen (
1983:147) "The testing of speaking is widely regarded as the most challenging
of all language tests to prepare, administer and score," This is especially true
when examining University first year students who have just started to apply for
a degree in English.
Theorists suggest three reasons why the oral proficiency test is so different
from more conventional types of tests. Firstly, the nature of the speaking skill
itself is difficult to define. Because of this, it is not always easy to establish
criteria to evaluate a speaking test. Is "fluency" more important than
106
"accuracy," for example? If we agree that fluency is more important, then how
will we define this concept? Are we going to use "amount of information
conveyed per minute" or "quickness of response" as our definition of fluency?
Second, when testing beginning-level speakers of English, which involves
getting them to speak in the first place, and then defining the role the tester will
play while the speaking is taking place, it is important to develop relevant
elicitation procedures which will prompt speakers to demonstrate their optimum
oral performance. The tester will therefore need to act as a partner in the
production process, while at the same time evaluating a number of aspects about
this production. A third set of difficulties emerges if one tries to treat an oral test
like any other more conventional test. Madsen (1983:159) argues
In the latter, the test is often seen as an object with an

identity and purpose of its own, and the learners taking
the test are often reduced to subjects whose only role is
to react to the test instrument.
In oral tests, however, the priority is reversed. The people involved are important,
not the test, and what goes on between tester and testee may have an existence
independent of the test instrument.
3-Criteria of Testing Oral Proficiency
Criteria of testing oral proficiency have received from different educational

institutions increasing attention since the 1970s.
• Assessment of oral communication should view competence in oral

proficiency as a gestalt of several interacting dimensions. At a minimum, all
assessments of oral communication should include an assessment of knowledge (
understanding communication process, comprehension of the elements, rules,
107
and dynamics of a communication event, awareness of what is appropriate in a
communication situation), an assessment of skills (the possession of a repertoire
of skills and the actual performance of skills), and an evaluation of the
individual's attitude toward communication (for example, value placed on oral
communication, apprehension, reticence, willingness to communicate, readiness
to communicate).
• Because oral communication is an interactive and social process,

assessment should consider the judgment of a trained assessor as well as the
impressions of others involved in the communication act (audience, interviewer,
other group members, conversant), and may include the self-report of the
individual being assessed.
• Assessment of oral communication should clearly distinguish speaking
and listening from reading and writing. A major portion of the assessment of
oral communication should require speaking and listening. Directions from the
assessor and responses by the individual being assessed should be in the
oral/aural mode.
• Assessment of oral communication for all students should include

assessment of both verbal and nonverbal aspects of communication and should
consider competence in more than one communication setting. A minimum
assessment should occur in the one-to-many setting (for example, public speaking,
practical small group discussion) and in the one-to-one setting (for example,
interviews, interpersonal relations
• The method of assessment should be consistent with the dimension of

oral communication being assessed. While knowledge and attitude may be
assessed in part through paper and pencil instruments, speaking and listening
skills must be assessed through actual performance in social settings (speaking
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before an audience, undergoing an interview, participating in a group discussion,
etc.) appropriate to the skill(s) being assessed.
• Instruments for assessing oral communication should describe degrees of
competence. (Either/or descriptions such as "competent" or "incompetent" should
be avoided) and should attempt to diagnose reasons why individuals demonstrate
or fail to demonstrate particular degrees of competence.
• Instruments for assessing each dimension of oral communication
competence should clearly identify the range of responses which constitute
various degrees of competence. Examples of such responses should be provided
as anchors.
• Assessment instruments should have an acceptable level of reliability:
test/retest reliability, split-half reliability, alternative forms reliability, inter-rater
reliability, and internal consistency.
• Assessment instruments should have appropriate validity: content validity,
predictive validity and concurrent validity.
• Assessment instruments should be suitable for the developmental level of
the individual being assessed.
• Assessment instruments should be standardized and detailed enough so
that individual responses will not be affected by an administrator's skill in
administering the procedures.
• Use of competence assessment as a basis for procedural decisions

concerning an individual should, when feasible, be based on multiple sources of
information, including especially:
+- direct evidence of actual communication performance in class and/or

other contexts.
r results of formal competence assessment, and
109
r measures of individual attitudes toward communication (for
example , value placed on oral communication, apprehension,
reticence, willingness to communicate, and readiness to
communicate).
• Individuals administering assessment procedures for oral

communication should have received sufficient training by speech
communication professionals to make their assessment reliable. Scoring of
some standardized assessment instruments in speaking and listening may
require specialized training in oral communication on the part of the assessor.
The results of student oral communication competency assessment should

be used in an ethical, non-discriminatory manner for such purposes as:
+' Diagnosing student strengths and weaknesses,

+- Planning instructional strategies to address student strengths
and Weaknesses,
4- Certification of student readiness for entry into and exit from
programs and institutions;
+- Evaluating and describing overall student achievement,
r Screening students for programs designed for special
populations,
r Counselling students for academic and career options, and
4- Evaluating the effectiveness of instructional programs.
No single assessment instrument is likely to support all these purposes.

Moreover, instruments appropriate to various or multiple purposes typically vary in
length, breadth/depth of content, technical rigor, and format.
110
4-Improving the Reliability of Oral Examinations
Oral examination have received much criticism in the literature on account
of their reliability (the consistency with which the same performance received the
same marks from different examiners or on different occasions) and validity. Very
often, some students show their dissatisfaction about the validity of oral
examinations, (the degree to which an examination measures what it sets out to
measure) but rather greater dissatisfaction with their reliability.
The reliability of examinations does not, however, depend solely on

whether they are written or oral, but rather on how objective they are (an
objective test being one in which there is a single correct answer to each
question, for example, multiple choice or cloze tests). There are objective oral
and written examinations, but most of the questions set to students in higher
education, while being highly valid, do not belong to the objective type of test
and thus have relatively low reliability. This applies both to essay-type questions
(which, at least in language courses, make up the great majority of written
examinations) as well as to oral examinations, but it is clearly perceived as a
problem particularly in the latter.
Some of the factors already identified as contributing to the unreliability

of oral examinations can thus be eliminated, and the more research done on this
topic to identify further factors, the more reliable the marking of oral
examinations will become. We must, however, admit that oral examinations of
the type which we would wish to give in higher education (first year University
students, Department of English) will never be among the most reliable tests.
Like essay-type questions, oral examinations compensate for their weaknesses
in reliability by high levels of validity. This does not mean that we can be
complacent about the reliability of either oral or essay-type written
examinations: improvements can certainly be made in both.
111
In order to improve the reliability of oral proficiency tests, we have to pay
special attention to test construction, the markers, examination format and the
marking scheme.
When devising any test, it is true that certain norms and standards have to be
observed. Carroll (1980:13) suggested three phases:
Phase 1: Design 1. Description of participant(s).

2. Analysis of communicative needs.
3. Specification of test content.
Phase 2: Development 4. Realization of test.

5. Trial application.
6. Validation and test analysis.
Phase 3: Operation 7. Full-scale application.

8. Operational use.
9. Revision of test system.
Research has shown that trained, experienced examiners can achieve consistent
results (a very high correlation coefficient of 0, 91 for senior examiners in O-level
Italian oral examinations is reported in Francis 1981:18). It is highly doubtful
whether such a high degree of correlation could be achieved without any training
or coordination of examiners. It is also generally acknowledged that the reliability
of marks is considerably enhanced when more than one marker is involved. An
ideal number is two or three; larger numbers do not systematically increase
reliability (the `numbers paradox', Underhill 1987:89-90). Reality shows that a
majority of oral assessment, in the Department of English regularly
112
i
have one examiner present at oral examination. On the other hand, there is a
significant number of cases in which the external examiner examines on his/ her
own. We strongly believe that this practice needs reconsidering. As a general
rule, it is said that the more advanced the level, the longer the oral examination
should be; as more advanced learners need longer to demonstrate their greater
proficiency, range of skills. However, this presents problems obtaining a
satisfactory basis of assessment where more than one examiner is involved and
the number of students is large, and from the cost in terms of staff time,
fluctuations caused by tiredness which are likely to reduce reliability. We think
that the possible solution to this dilemma lies in self- assessment, which is the
next point we would like to discuss and propose for our colleagues in the
Department of English.
In practice, most examinations consist of a series of tasks (for example,

reading aloud, answering questions, discussing a topic, conversation, role play,
problem solving), which ideally should include both highly reliable and highly
valid parts (cf. Underhill 1987:6). For this purpose, Murphy suggested examples
of questions which might be asked of the activities candidates are expected to
perform:
• Are the activities set at an appropriate level of difficulty?

• Will the test discriminate adequately between the performances of
candidates at different levels of attainment?
• Does the test assess the full range of appropriate skills and abilities, as
defined by the objectives of the examination?
• Are the activities unambiguous, giving a clear indication of what the
examiner is asking, so that no candidate may take the task to mean
something different?
113
• Is there an excessive overlap in enabling skills or communicative activities
being assessed in different parts of the test?
• Can the activities be satisfactorily answered in the time allowed?
In addition, the examiner or the panel might consider the format and the layout of
the questions. This is important because a badly laid out question could be the
cause of considerable problems for both candidates and examiners. Instructions to
candidates need to be as clear and as concise as possible.
Murphy (1979:19) defined the marking scheme as:
A marking scheme is a comprehensive document

indicating the explicit criteria against which
candidates' answers will be judged: it enables the
examiner to relate particular marks to answers of
specified quality.
In assessing the oral proficiency, it is necessary to provide comprehensive

descriptions of levels of performance to aid the examiners in making necessarily
subjective judgements about the worth of candidates' answers. The marking
scheme as described by Murphy (ibid: 14) is used to:
• to assist the examiner and those who will mark the paper to check the
content validity of the tasks which are being set;
• to help the testers to check that the demands made in the examination
are appropriate and in accordance with stated aims and with stated aims and
objectives;
114
• to ensure that, where there is more than one examiner, each examiner
marks in exactly the same way, awarding equal marks for equal levels of
performance;
• to ensure that each examiner marks consistently throughout the
marking period.
Murphy adds saying that in assessing oral proficiency it is essential that tasks
and marking schemes are subjected to a rigorous process of moderation before
they become operational.
At the same time as the activities are clearly designed the assessor should
consider the appropriateness of the marking scheme. The following are examples
of the types of questions assessors might address themselves to (Murphy 1979:
61):
• Does the marking scheme anticipate responses of a kind that candidates

are likely to make?
• Are the marks allocated to each task commensurate with the demands
that a task makes on the candidate?
• Does the marking scheme indicate clearly the marks to be awarded for
different parts of a question or the relative weighting of criteria that might be
applicable?
• Does the marking scheme allow for possible alternative answers?

• Has the marking scheme reduced to the minimum possible, the amount of
computational work which the examiner has to undertake to finalise a mark for a
candidate's performance?
• Does the marking scheme, by specifying performance criteria, reduce as
far as possible the element of subjective judgement that the examiner has to
exercise in evaluating candidates' answers?
115
• Are the abilities being rewarded those which the activities are designed
to assess?
• Can the marking scheme be easily interpreted by a number of different
examiners in a way which will ensure that all mark to the same standard? The
Marks allocated can reflect the group and individual effort.
-Group marks will be given for:
Organization:
• Teamwork.
• Structure of presentations.
• Organization of ideas.
• Timing.
Content:
• Research.
• Ideas.
• Argument.
• Approachability.
Interest:
• Presentation.
• Variety.
• Awareness of audience.
- Individual marks will be given primarily for:
Language:
• Pronunciation
• Grammatical accuracy.
116
• Range vocabulary, grammatical structures etc.
Communicative quality
• Fluency, speed etc
• Ability to
communicate ideas But also:
Content:
• Research.
• Ideas.
• Argument.
• Approachability.
Organization and timing

Interest:
• Presentation.
• Variety.
Francis (1981:21) reports little difference in reliability between

impression marks and an analytic grid system. However, studies showed that
many examiners involved in different boards of testing preferred the grid
system, which they felt to have greater validity, as it compels marks to be given
"for discrete and specific skills within the sub-tests". An analytic marking
scheme also forces examiners to give careful consideration to the list of skills to
be tested and to their relative weighting. This list of skills can, of course, vary
according to the level of the student and the type of course. Without a clear
definition of what we are looking for in an oral examination, it is very difficult,
if not impossible, to achieve reliable results.
117
5- The Assessment Scales
In order to assess the communicative ability, two schemes have been

suggested: ACTFL- the American Council on the Teaching of Foreign
Languages - is expressed in general terms to cover any foreign language, and
Carroll's Band of general assessment. Both have nine categories which are
more or less parallel. The correspondence indicated here is approximate. It
could be argued that Carroll's band 9 - "Expert," for example, is apparently
more advanced than the ACTFL "Superior" category. We believe that one of
the major advantages of this kind of assessment scale is that it is relatively
easy to utilize, as it provides a clear description of communicative ability.
Even where not implemented rigorously, it provides some reference points. It
is true that with some training, this scale can be quite reliable with similar
results from one tester to another.
118
Table 2: Superior - Expert user
ACTFL - American Council on the Teaching of Foreign Carroll, B (1980)

Languages
The Superior Able to speak the language with 9 - Expert user

Superior sufficient accuracy to participate effectively in Communicates
level is most formal and informal conversations on with authority,
characterized practical, social, professional, and abstract accuracy, and
by the topics. Can discuss special fields of competence style. Completely

speaker's and interest with ease. Can support opinion and at home in
ability to: hypothesize, but may not be able to tailor idiomatic and
1) participate language to audience or discuss in depth highly specialist English
effectively in abstract or unfamiliar topics. Usually the
most formal Superior level speaker is only partially familiar
and informal with regional or other dialectical variants.
conversations
on practical, The Superior level speaker commands a wide
social, variety of interactive strategies and shows good
professional, awareness of discourse strategies. The latter

involves the ability to distinguish main ideas
and abstract
from supporting information through syntactic,
topics; and
lexical and suprasegmental features (pitch,
2) support stress, intonation). Sporadic errors may occur,
opinions and particularly in low frequency structures and
hypothesize some complex high-frequency structures more
using native-
common to formal writing, but no patterns of
like discourse
error are evident. Errors do not disturb the native
strategies.
speaker or interfere with communication.
119
Table 3: Advanced Level
ACTFL - American Council on the Teaching of Foreign Carroll, B

Languages (1980)
The advanced Advanced-Plus: Able to satisfy the 8 - Very good

level is requirements of a broad variety of every user
characterized by day, school, and work situations. Can Presentation of
the speaker's discuss concrete topics relating to particular subject clear
ability to: interests and special fields of competence. and logical with
1) converse in a There is emerging evidence of ability to fair style and
clearly support opinions, explain in detail, and appreciation of
participatory hypothesize. attitudinal
fashion; markers. Often
The Advanced-Plus speaker often shows a
approaching
well developed ability to compensate for an
2) initiate, bilingual
imperfect grasp of some forms with
sustain, and confident use of communicative strategies, competence.
bring to closure
such as paraphrasing and circumlocution.
a wide variety of
communicative Differentiated vocabulary and intonation are
tasks, including effectively used to communicate fine shades

of meaning.
those that
require an
The Advanced-Plus speaker often shows
increased ability remarkable fluency and ease of speech but
to convey under the demands of Superior-level,
meaning with complex tasks, language may break down or
diverse language prove inadequate.
strategies due to
a complication
or an unforeseen
turn of events;
120
3) Satisfy the Advanced Able to satisfy the requirements 7 - Good user:
requirements of
of everyday situations and routine school Would cope in
school and work
and work requirements. Can handle with most situations
situations; and
confidence but not with facility complicated in an English-
tasks and social situations, such as speaking
4) narrate and elaborating, complaining, and apologizing. environment.
describe with Can narrate and describe with some details, Occasional
paragraph-length linking sentences together smoothly. Can
slips and
connected communicate facts and talk casually about restrictions of
discourse. topics of current public and personal language will
interest, using general vocabulary. not impede
communication
Shortcomings can often be smoothed over by
communicative strategies, such as pause
fillers, stalling devices, and different rates of
speech. Circumlocution which arises from
vocabulary or syntactic limitations very
often is quite successful, though some
groping for words may still be evident. The
Advanced-level speaker can be understood
without difficulty by native interlocutors.
1
121
Table 4: Intermediate Level

Languages
The Intermediate-High: Able to handle 6 - Competent user

Intermediate successfully most uncomplicated Although coping well
level is communicative tasks and social in most situations he is
characterized by situations. Can initiate, sustain, and likely to meet, is
the speaker's close a general conversation with a somewhat deficient in
ability to: number of strategies appropriate to a fluency and accuracy
1) create with range of circumstances and topics, but and will have
the language by errors are evident. Limited vocabulary occasional
combining and still necessitates hesitation and may misunderstandings or
recombining bring about slightly unexpected significant errors.
learned circumlocution.
elements, though
primarily in a There is emerging evidence of
reactive mode; connected discourse, particularly for
simple narration and/or description.
2) initiate, The Intermediate-High speaker can
minimally generally be understood even by
sustain, and interlocutors not accustomed to
close in a simple
dealing with speakers at this level, but
way basic
repetition may still be required.
communicative
tasks; and
3) ask and
answer
questions.
122
Intermediate-Mid: Able to handle 5 - Modest user:
successfully a variety of Although manages in
uncomplicated, basic and general to
communicative tasks and social communicate, often
situations. Can talk simply about self uses inaccurate or
and family members. inappropriate language
Can ask and answer questions and

participate in simple conversations on
topics beyond the most immediate
needs; e.g., personal history and
leisure time but speech may continue
to be characterized by frequent long
pauses, since the smooth
incorporation of even basic
conversational strategies is often
hindered as the speaker struggles to
create appropriate language forms.
Pronunciation may continue to be

strongly influenced by first language
and fluency may still be strained.
Although misunderstandings still
arise, the Intermediate-Mid speaker
can generally be understood by
sympathetic interlocutors.
Intermediate-Low Able to handle 4 - Marginal user:

successfully a limited number of Lacking in style,
interactive, task-oriented and social fluency and accuracy,
123
situations. Can ask and answer is not easy to
questions, initiate and respond to communicate with;
simple statements and maintain face- accent and usage cause
to-face conversation, although in a misunderstandings.
highly restricted manner and with Generally can get by
much linguistic inaccuracy. Within without serious
these limitations, can perform such breakdowns.
tasks as introducing self, ordering a
meal, asking directions, and making
purchases. Vocabulary is adequate to
express only the most elementary
needs. Strong interference from native
language may occur.
Misunderstandings frequently arise,
but with repetition, the Intermediate-
Low speaker can generally be
understood by sympathetic
interlocutors.
124
Table 5: Novice

Languages
I.
The Novice(Novice -High: Able to satisfy partially the 3 - Extremely limited
level is requirements of basic communicative user: Does not have a
characterized by exchanges by relying heavily on learned working knowledge of the
the ability to utterances but occasionally expanding these language for day to day
communicate through simple recombination of their purposes, but better than
minimally with elements. Can ask questions or make an absolute beginner.
learned statements involving learned material. Neither productive nor
material. Shows signs of spontaneity although this receptive skills allow
falls short of real autonomy of expression. continuous
Speech continues to consist of learned communication.
utterances rather than of personalized,
situationally adapted ones. Vocabulary
centers on areas such as basic objects,
places, and most common kinship terms.
Pronunciation may still be strongly

influenced by first language. Errors are
frequent and, in spite of repetition, some
Novice-High speakers will have difficulty
being understood even by sympathetic
interlocutors.
Novice-Mid: Oral production continues to 2 - Intermittent user:

consist of isolated words and learned Performance below level
phrases within very predictable areas of of day to day knowledge
need, although quality is increased. of the language.
125
Vocabulary is sufficient only for handling Communication occurs
simple, elementary needs and expressing only sporadically.
basic courtesies. Utterances rarely consist of
more than two or three words and show
frequent long pauses and repetition of
interlocutor's words. Speaker may have some
difficulty producing even the simplest
utterances. Some Novice-Mid speakers will
be understood only with great difficulty.
Novice-Low: Oral production consists of 1/0 - Non-user: May not

isolated words and perhaps a few high- even recognize with
frequency phrases. Essentially no functional certainty what language is
communicative ability. being used.
126
III-Procedures in Testing Oral Proficiency in the Department of English
In this section, we will describe some of the issues associated with oral
proficiency testing in large classrooms, in the Department of English, Faculty of
Languages and Human Sciences, University of Béjaia.
At the end of each semester, teachers are faced with the necessity of
assessing what their students have learned and representing this by a grade. To
convert many hours of instruction into a single letter or number is a daunting
task. Ideally, tests should endeavour to help not only teachers or administrators,
but also aid students in assessing their performance. Tests should serve both
evaluative and educational functions. Through our observation and
investigation, we realized that many of the tests are designed primarily to
dispense grades. Typically, students take a test at the end of each semester and
receive a grade with no comments a few weeks later. Such feedback is of
marginal value. Prompt feedback is crucial since most students tend to forget
the details of their tests soon after completing them. Unless feedback is specific
and immediate, its pedagogical value is very limited.
Rather than waiting until a battery of questions has been completed before
providing feedback, we think that we need to provide suggested answers soon
after each question has been raised. With the oral examination procedure
described in this study, prompt and point-by-point feedback can be offered
without concern of students manipulating test results. A student whose grade in
a class is based on merely a few test results can justifiably feel his / her skill has
not been adequately measured. In such a case, the chance of an inflated or
deflated score is undoubtedly high.
127
A leading concern many teachers have about any test is the relative ease
of administration. With up to forty students or more in a class, few teachers look
forward to devoting the hours necessary to assess the performance of their
students individually. This leads to an interesting irony: although the best way to
assess the oral proficiency may be verbally, the time involved in administrating
individual oral exams has prompted many teachers to opt for more convenient
testing formats. Perhaps the easiest test to administer is a written examination in a
multiple choice or cloze format. However, the extent that such examinations can
accurately assess oral proficiency is most of the time questionable. We have
realized that some shy students who never speak in an actual conversation often
manage to fill in the right blanks on a test sheet.
Besides final examinations, some teachers base their final grades on

quantifiable aspects of classroom performance such as attendance, completed
homework, or the cumulative results of mini-quizzes. We believe and regard this as
a valid way of measuring classroom performance; it is not a valid measure of
English ability. A student who attends class faithfully, turns in the recommended
assignments and makes fledgling attempts to speak might receive a higher grade
than one who is occasionally absent - even though the latter student may in fact
have better oral skills.
Another aspect which we have noticed while meeting students is the

anxiety many of them have about testing. It would not be an understatement that
most met students have "test phobia." Teachers are also likely to have mixed
feelings about the testing process. We also noted that, there was no program-
wide oral assessment. Teachers created their own in-class processes to assess
speaking and listening or, more often, based their evaluations entirely on
classroom observation. The major limitation to such evaluation is related to the
lack of trained and qualified teachers.
128
The traditional tools used for oral proficiency, measure language usage,
not language use, that is, they tell what the student knows about the operation of
the language but not how the student performs when producing the language.
That is why; it is useful to see how and how much our students can express their
ideas with someone other than the teacher. Sometimes, they can do better. It
reminds us that our students need to communicate with other people in a
different context. It is more realistic than the classroom."
Conclusion
We can conclude by saying that assessing the oral proficiency of our

learners is indeed a complex task. In order to avoid the common difficulties
encountered while testing such a skill, there is a need to determine the criteria to
be considered; such as validity and reliability. We recognise that some of the
procedures of testing oral proficiency in the Department of English and their
implication on the process of learning in general need to be reconsidered. For
this purpose, and in order to improve the reliability of oral examinations, two
schemes have been suggested: ACTFL- the American Council on the Teaching
of Foreign Languages - is expressed in general terms to cover any foreign
language, and Carroll's Band of general assessment.
129
CHAPTER FIVE
ORAL PROFICIENCY TESTS
Introduction 131
I- Traditional Assessment Techniques 131
1- Multiple Choice Questions 131
2- Oral Interview 135
3- Group Work 138
4- Problem-Solving 140
5- Role Play 142
6- Discussion 144
II-Self Assessment 146
1-Definition 146
2-Research in Self-Assessment 147
3-Aspects of Self-Assessment 150
3.1-Responsibility 151
3.2-Learner Training 152
3.3 Innovation in Self-Assessment? 153
4-Reservations as to the Use of Self-Assessment: The Problem of Bias 154
III-Portfolio Assessment 156
1-What is a Portfolio 156
2-Why Use Portfolio Assessment 157
3-Stages in Implementing Portfolio Assessment 159
4-Advantages and Disadvantages of Using Portfolio Assessment 164
Conclusion 167
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l
Introduction
Testing oral proficiency remains widely regarded as the most challenging

of all language exams to prepare, administer and score. Investigations and
research have shown that in very recent years, there has been a growing interest
in the application of testing procedures that are totally different from traditional
forms of assessment. More authentic forms of measurement have become
increasingly popular in the foreign language classes. These forms of assessment
are more student centered in that, in addition to being an assessment tool, they
provide the student with a tool to be more involved in their learning, and give
them a better sense of control of their own learning. In this chapter, we will
illustrate some of the commonly used oral proficiency tests in different
educational institutions.
I-Traditional Assessment Techniques
1-Multiple Choice Questions
The multiple-choice question (MCQ) test is nowadays widely regarded as

being one of the most useful of all objective item types. Although it is amongst
the most difficult of all objective tests to construct, it is simple to score and
administer.
We believe that the following general principles should be observed when (
MCQ) are constructed:
• Each multiple-choice item should have only one answer. This answer
must be absolutely correct, unless the instruction specifies choosing the best option
(as in some vocabulary tests).
• Only one feature at a time should be tested because it is usually less
confusing for the testee and it helps to reinforce a particular teaching point.
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• All MC items should be at an appropriate level to the linguistic ability of
the testees.
• MC items should be as brief and as clear as possible.

The optimum number of alternatives, or options, for each MC item is said to be
five in most tests. Although a larger number, say seven, would reduce even
further the element of giving the right answer by chance, it is extremely difficult
and often impossible to construct as many as seven good options. Indeed, since it
is often very difficult to construct items with even five options, four options are
recommended for most classroom tests. Many writers recommend using four
options for grammar items, but five for vocabulary.
Before constructing any test item, the test writer must first determine the
actual areas to be covered by MC items and the number of items to be included
in the test. Too long tests are undesirable because of the mental strain and
tension which may be caused among the students taking the test. The number of
items included in a test will vary according to the level of difficulty, the nature
of the areas being tested, and the purpose of the test. The teacher's own
experience will generally determine the length of a test for classroom use.
The initial part of each MC item is known as the stem; it is followed by

options/responses/alternatives; one option is the answer, correct option or key,
while the other options are distractors. The task of a distractor is to distract the
majority of poor students (i.e. those who do not know the answer) from the
correct option.
• The stem:
The primary purpose of the stem is to present the problem clearly and
concisely. The testee should be able to obtain from the stem a very general
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idea of the problem and the answer required. At the same time, the stem
should not contain extraneous information or irrelevant clues, thereby
confusing the problem being tested. It should convey enough information to
indicate the basis on which the correct option should be selected.
• The correct option

For normal purposes of testing, this should be clearly the correct or best
option. Thus, it is most important that each item is checked by another person to
make sure not to confuse the student by having a different number of correct
options for each item.
• The distractors:
Each distractor, or incorrect option, should be reasonably attractive and
plausible. It should appear right to any testee who is unsure of the correct
option. Items should be constructed in such a way that students obtain the
correct option by direct selection rather than by the elimination of obviously
incorrect options. Each distractor should be grammatically correct when it stands
by itself; otherwise, testees will be exposed to incorrect forms. Unless a
distractor is attractive to the student who is not sure of the correct answer, its
inclusion in a test item is superfluous. Plausible distractors are best based on:
• mistakes in the student's own written work,

• their answers in previous tests,
• the teacher's experience,
• and a contrastive analysis between the native and target the language.
Distractors should not be too difficult nor demand a higher proficiency in the
language than the correct option. If they are too difficult, they will only succeed in
distracting the good student who will be led into considering the correct
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option too easy (and a trap); there is a tendency for this to happen, particularly in
vocabulary test items.
Moreover, unless there are good reasons for weighting different items (using
the appropriate statistical methods), it is advisable to award equal marks for each
item.
MCQ tests are frequently criticised on the grounds that they are simpler to
answer than subjective examinations. Items in an objective test, however, can be
made just as easy or as difficult as the test constructor wishes. In devising such a
test, the constructor does not only select and construct his/her items carefully but
analyses students' performance on each item and rewrites where necessary so
that the final version of his test is highly likely to discriminate between the
students.
Another criticism is that objective tests of the MC type encourage

guessing. However, 4 or 5 alternatives for each item are sufficient to reduce the
possibility of guessing. Furthermore, experience shows that candidates rarely
make wild guesses: most base their guesses on partial knowledge.
The fact that a test is apparently completely objective — the MCQ test for
example, gives no guarantee that it will be a good test. It will be a very poor test
if:
• the wrong features of the target language are tested;

• -irrelevant areas are emphasised in the test simply because they are "
testable"; and-the test items are poorly written.
It should never be claimed that objective tests can do those tasks which they are not
intended to do. They can never test ability to communicate in the target language,
nor can they evaluate actual performance. A good classroom test will probably
contain both subjective and objective test items.
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2-The Oral Interview
Interviews are an oral data collection technique that captures information

verbally. They are widely used for assessing second language learners' speaking
proficiency to sustain a conversation. They are generally structured so that
interviewees are given a series of tasks/situations to which they have to respond.
According to Hymes,(1989:2-3), the speaker reacts to conversational initiatives
of the conversational partner, primarily with formulaic or rote utterances in
words and phrases, such as greetings and often- heard expressions, and lists of
vocabulary items that many have been learned in groups, such as colors,
numbers, days of the week, months, articles of clothing.
In the classroom, teachers can look at three types of interview formats:

individual, peer, and group.
• An Individual interview is a face-to-face spoken interaction between

two participants: one is an expert who conducts the interview, and the other the
learner. This type of interview, while time consuming, provides the most in
depth information about the student. Students have individual opportunities to
talk about their learning or to perform in the language and, respond positively to
the one-on-one attention. There are specific guidelines to follow for an
individual interview to be successful. First, the interview can only be useful if
we begin by determining a purpose. Once the purpose is determined, we prepare
a set of activities which will allow the students to demonstrate their oral
proficiency, for example, how to show a way for someone on a map. Next, we
prepare questions for the interview. It is important for validity and reliability of
the results that a set of questions go along with the activities and that crucial
questions are asked to all the students. The interview should be conducted
periodically, thereafter to monitor students' progress, and to allow the teacher to
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make an individualized diagnosis and/or a class-wide diagnosis and refocus
teaching to meet the students' needs.
• Peer interviews consist of two students, one as the interviewee and the
other as the interviewer. Students can take turns at each of the roles. These inte
rviews are easier for the teacher to manage because students are collecting the
information.
• Group interviews are generally retrospective in that students are asked

what they think they would do in a given situation. For instance, a group may be
asked questions such as "How do you remember vocabulary? What advice would
you give to a beginning student on how to learn vocabulary? Group interviews
can give a picture of trends in a class or reveal areas of interest in which
individual interviews could be used to follow up on.
To strengthen the reliability of the data collected through the interview, an

interview script needs to be developed, piloted, and followed by all interviewers
for each interview conducted.In addition to the interview script, a method of
recording the oral information needs to be chosen, for example audio tape
recorders and video cameras. The information collected through interviews
generally refers to students' proficiency levels, and learning motivations,
metacognitive awareness, learning strategies use, self-efficacy levels, learning
preferences and styles. It has practical classroom applications beyond formal
research purposes: it can be used to inform instruction, to make assessment
decisions, and to help learners become more aware of their learning.
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Conducting successful interviews requires that many issues are considered
and discussed at length with students in the context of developing interview skills.
The interview should:
• Let the student talk and to listen very attentively to what is being said.
In order to encourage the interviewee to talk, it is useful to ask open-
ended questions such as: What are you thinking? How do you know
that?
• Start with easy-to-answer, non-controversial question: the interviewee
may need time to think. Interviewers must remember never to
interrupt a good story to ask for details. The interviewer can always
ask follow-up questions afterwards to clarify something.
• Take notes the tape recorder might malfunction and watch for
opportunities to expand on topics.
• The interview should watch body language for signs of fatigue or
discomfort:
• Are the questions being asked too personal or too painful for the
interviewee to answer?
• Is the interviewee too exhausted to continue? Sometimes it is wise to
stop for a break or make arrangements to continue another day.
If the interviewer uses gestures, the student should verify them verbally.
The interviewer should take care not to sound judgmental, impatient or
disrespectful at any time during the interview.
Finally, we can say that it is most helpful if the teacher can give the
students clear, specific guidelines about what needs to be done. In this situation,
the teacher becomes the facilitator of the learning process instead of the giver of
information.
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3. Group Work
A group work test is a classroom situation where the students function

within smaller units (groups). In these small units, an atmosphere conducive to
oral exchanges is created, and the possibilities for interpersonal interactions are
multiplied. For example, students listen to or read a text of five paragraphs. They
are then divided into two groups. Each group selects a paragraph of the text just
read or listened to and prepares to answer the questions asked by the other group.
Each group has to work collectively to scan a paragraph for detailed
comprehension and formulate questions to test the comprehension of the other
group. The preliminary work involves oral interaction asking and answering
questions, paraphrasing some ideas of the paragraph, suggesting questions,
agreeing, disagreeing, and proposing modifications. After some minutes
preparation, the exchange between groups starts. The "confrontation" which
follows is genuine because of the information gap created between the two
groups: neither group knows the questions which will be asked nor the answer.
Oral interaction based on a genuine attempt to find a collective solution

to a problem is at the basis of group work. Group work is a meaningful testing
technique because the students need to interact with their peers and to develop a
range of social and linguistic skills which are of great importance in terms of
social relations. For this to happen, students should have some familiarity with
the discussion topic prior to the discussion. Ideally, we think they should be
exposed to a variety of discussion stimulants, including new vocabulary in
context which would have been presented in the form of drills. The primary
teacher's role is to stimulate thinking about the topic of discussion in advance, i.
e. before the group work test starts. Therefore, the teacher remains essentially
out of the discussion, or at least participates only to the extent that his/her
presence does not destroy the conversational quality of the group. If the teacher
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feels he/she must continually correct students' mistakes, he/she will certainly
succeed in destroying the cohesiveness, therefore the conversational quality of the
group.
Group work technique, communicatively contrived, presents the following

advantages.
• The members of a group engage in "authentic negotiation"(Breen,
1997) in an attempt to solve a problem. They do not simply throw
words at each other; they interact orally with a purpose.
• Spontaneous speech at a comfortable speed is enhanced in a student
and • During the oral interaction, there is a continuous process of
interpreting and evaluating utterances as well as expressing views. It also
has some disadvantages, like:
• it may kill the spirit of self reliance,

and • from the student's point of view, the value of help from the colleagues
is less than the teacher's. Group work involving communicative tasks is
essential for promoting oral communication because it creates a situation where
learners learn with friends and from friends .It favors group seating
arrangement. It drastically modifies the role of the teacher and his/her conduct
of the class; however, it should be mentioned that to eliminate the domineering
position of a teacher is not to invite chaos.
As a conclusion, we can say that group work is important in that it demands
maximum students' participation in an orally purposeful activity.
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4-Problem-Solving
In problem solving, learners are involved in interpreting a task and in

developing it through oral expression and negotiation. Problem solving can
either be on an individual or collective. The latter, calling for cooperative
negotiation, is most rewarding in oral language terms; it can be of two kinds: sho
rt term tasks and projects. The former can be completed in the course of one
class session (short term) while the latter spans many sessions and more
preparatory research.
An example of a short term problem-solving activity consists in

presenting the students with a text which has been deliberately left unfinished
and requiring them to provide an end, a conclusion. Another example is
presenting the students with recordings they have to listen to, and asking them to
identify the speakers, the place, and the situation, to give a short oral
commentary. Students may also be presented with the "for" side of an argument
and asked collectively to constitute the "against" side of it. These short term
activities are task-centered and can be achieved within one class session. For a
project, in groups, students are asked to design and make an oral presentation of,
for example various new models of business documents (vouchers, cheques,
receipts books, ledgers...) stating the modification from past documents and
outlining their advantages, or to search into the problems of national companies,
and present their findings to a class. These examples show that a project is more
time consuming than a short term task because it requires more information
search, information exchange and information synthesis.
In both short term and project tasks, and the situational language use is
centered on a problem, situations created are conducive to interacting orally and
collaborating in order to accomplish the task.. To create such a situation, the
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/
selection of activities should not be haphazardly done. It should take into

consideration the level of the learners, the scope they provide for oral language use,
their relevance to the students, their profession and the language skills to be
practised. Problem-solving is an appropriate device for testing oral proficiency
because:
• students are fully involved, and there is an immediate pay off in
completing the task, the pay off being a motivating factor;
• self-expression is enhanced through exposés (projects), joint efforts to
find solutions to problems and the general discussion during and after each
presentation;
• students are put in a dependency situation where they have to
communicate orally with group members during the search for exchange of relevant
information on the subject;
and • during the oral presentation of findings, student colleagues interrupt with
questions, comments, and points of observation, thereby creating a
truly oral communicative scene, void of the recitational aspect of patt
ern drills.
Nevertheless, the problem solving technique has its limitations:

• in group tasks, it is difficult to efficiently supervise various activities or
projects at the same time.
As a final word about problem solving, we would say that the assessment
technique is innovative in that it is the search for the unknown. The
unpredictability of the outcome fosters curiosity in learners, and the oral
interactive atmosphere created helps in developing oral proficiency.
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5- Role Play
Role play is- a good technique to measure interaction in foreign language

classes. It has become a standard technique to test interaction in foreign language
classes, and in teacher and management training. It represents a shift of emphasis
to more realistic conversation and communication. The activity ranges from
telling a story to acting out a situation where participants have to improvise and
create. Role play encourages interaction among the learners as they relate to each
other through their new identified roles.
Revell (1979:60) sees role play as: "an individual's spontaneous behavior
reacting to others in a hypothetical situation." This implies that a role play part
icipant puts a fictitious identity in an imagined situation to present the views of a
person without necessarily sharing them; for example, "x" has applied for a
position of a salesman and has been called up for an interview before a selection
board..
Mugglestone (1977) states that each learner in role playing comes out under
the four following categories:
• that of acting out a role already performed in the L 1 and that needs to be
performed in English, for example being a guest or host at a party;
• that of acting out a role that already performed in the L but which is
unlikely to be performed in English, for example being a husband or a wife;
• that of acting out a role he has not performed in his L 1 but that he will
need to perform in English, for example being a student, or about to become a
post-graduate at a British university, and needing to participate in tutorials and
seminars;
and • that of acting out a role not performed in the L 1 and which is unlikely to be
performed in English, for example, being a policeman.
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Robinson (1981) suggests that role play may take many forms, but in
essence, it is an improvisation where the participants build up their own
characters, talk, movements, situation, structures, themes and messages. Those
who are not taking role (the rest of the class and the teacher) can intervene to
find out what is going on and give help, either with the role, or with the
language they can replace, or join the role players from time to time.
From the oral communication point of view, role play presents several
advantages.
• As a direct interactive method, role play encourages and promotes
spontaneous oral exchanges between participants. There is an active participation
on the part of the students: they contribute to interact with the other participants
instead of reciting already memorized stretches. Indeed, as Dickson (1981:382)
puts it: "Learners say what they want to say and not what someone has told them
to say".
• During the communicative transaction, both the learner's language
fluency and knowledge of syntax are tested, although the emphasis is more on the
former.
• The interaction involves, almost exclusively, the learners alone-the
teacher is there to maintain a non intrusive role-this means an increase in
individual student's speaking time.
• Role players learn the interactive skills of arguing, informing,
persuading, complaining, discussing, compromising... .
and • Role play is a challenging activity: being a dynamic technique, it deals
with constantly changing situations as each participant "shifts into" the discussion
to add a new element.
This assessment technique also has some disadvantages.
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• A persistently inarticulate and shy student who does not play his/her
role/part appropriately destroys the whole framework, as there is not much
interreliance.
and • The teacher is not there to serve as a guideline or example, but he/she
can occasionally be one of the players.
Opting for role play means reexaming and possibly revising one's style
of testing and teaching. The pedagogical implications of role play are not
different from those of the other techniques already mentioned. It however
suffices to recall that these considerations center around class organization.
6- Discussion
A discussion as a technique for measuring oral expression aims to give and

receive opinion, to give and share points of view. For example, after the
presentation of a short exposé where the class can resort to commenting on the
subject, with learners expressing their views. It is thus a learning experience
which in itself helps in promoting the use of oral expression in a genuinely
interactive situation.
The rationale behind a discussion is that when learners are presented with a
relevant problematic situation as open-ended as possible, they interact orally in a
collective effort to resolve the task. In a discussion, not only the ability to speak is
fostered, but also the ability to listen and understand, to answer appropriately and
intervene efficiently. A discussion class is intended to provide an open forum for
learners to air their views orally about certain issues, to learn from others, to
inform and be informed on certain matters of topical interest, professional,
educational, social and otherwise.
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We have to keep in mind that topics for discussion are not selected at
random. Some of the guidelines for selection include:
• relevance to the professional/educational and age group needs;

• specifying the educational level of the students and the level of expe
rt knowledge required for students to feel comfortable with the topic;
and - a variety of sources of input materials, newspapers, radio, video-
recording, or simply a text short enough to enable learners to concentrate on
discussion.
The advantages of discussion are not different from those of the other
techniques already discussed, but the following are worthy of a special note.
• Participants are engaged in interpreting utterances and responding
appropriately on the spur of the moment.
• The learners initiate their own language and put it to
communicative use without having to repeat pre-rehearsed stretches.
• There is a give and take of information to an extent that a great
deal of information is available on the subject at the end of the session.
and • There is a scope for further communicative use of a discussion
session as when a group leader is asked during a "report back" session to
recapitulate the main trends of arguments that emerged, or give a summary of the
proceedings of the last discussion class, or when a taped debate/ discussion is
played back in a different class for listening commentary.
Discussion, nonetheless presents some disadvantages.

• The technicality of some topics preferred by the students may be a
handicap to the teacher, although some specialists can be invited to participate in
such discussion.
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• There may be a tendency to "talk away" the time, with nothing effective
added to the student's knowledge. In some discussion, there is a great difficulty in
avoiding "yes/ no" and "I don't know" responses likely to close down the
discussion. This disadvantage can be overcome by not considering discussion as
time filler but as a session to be planned, with the students prepared in advance
for debates, points for and against could first be done individually as a
homework, and one of the students can act as a chairperson.
As a final word, it could be mentioned that discussion should lead to oral

reporting, essay writing, summary writing; it develops not only speaking fluency,
but also its "associates": listening, comprehending, interpreting utterances,
responding appropriately.
II-Self-Assessment
1-Definition
Self-assessment relates to learners' evaluation of their own-or their peers-

home or classroom work, usually based on guidelines provided by the teacher.
These take the form of checklists, questionnaires, diary or journal reports and all so
rts of exercises available to learners at self-access centres. Learner-evaluation, in
this sense, is concerned with feedback and self-improvement and is distinct from
evaluation in a formal sense, i.e., for the purposes of assigning grades. The
possible benefits of self-Assessment are discussed in relation to its potential to:
• increase learners' responsibility for their own learning,

• alleviate the burden of assessment imposed on teachers,
• develop learners' study skills, thus extending the boundaries and
objectives of the English class beyond the limits of a foreign language teaching
course.
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Both the rationale and techniques which can be employed in self-
assessment are outlined, drawing upon the available literature on the subject and
projecting into the context of the first year students at the Department of
English.
2-Research in Self-Assessment
Research findings in the area of self-assessment (Oskarsson 1984 for a

review) seem to point to a fairly consistent correlation between self-assessment
and other forms of external (i.e., from outside the classroom or school)
measures or teachers' assessment. Most of the studies reported in the literature
have involved adult students in the context of university courses. These studies
are marked by the specificity of the situation in which they are embedded by the
aims or views of each researcher. A look at some of these studies might,
however, give us an indication as to the possible applications of self-assessment
in the context of foreign language teaching to first year learners in our
university.
• Oskarsson: The most extensive work in the area of self assessment is

probably that of Oskarsson, from the University of Gôteborg, in Sweden (
Oskarsson 1978, 1984, 1989). He conducted a pioneering study for the Council of
Europe, published in 1978, in which possible forms of self- assessment were
discussed and related research projects were described.
Oskarsson's first review of the literature (in the late 70 s) revealed that self-
assessment was being conducted mainly through the use of discrete-point tests of
vocabulary, grammar and reading comprehension. Very little was done in relation
to assessment of oral skills or the use of other instrument of oral skills
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or in relation to the use of other instruments for self-assessment — like
questionnaires or peer assessment of simulated real- life situations.
Field experiments of the ideas proposed then generally showed high
correlation between self-assessment and external tests. These studies also
confirmed an expected need for learner training in relation to assessment.
• Bachman and Palmer (1981) - In this study, the authors used self-
assessment as part of a multitrait- multimethod investigation into the construct
validity of tests of speaking and reading. The purpose of the investigation was to
find out whether speaking and reading abilities are independently measurable, i.e.,
whether they are in fact separate constructs.
Their self-assessment instrument consisted of written questionnaires in the

subjects' mother tongue (Mandarin Chinese). The questions tried to elicit subjects'
perceptions of their general language ability as well as their control of linguistic
forms, for example:
Q. "How hard is it for you to use different kinds of English with different
kinds of people?"
A. "Impossible/ Very hard/ Not very hard/ Very easy."

Q. "How many different kinds of pronunciation mistakes do you make in
English? "
A. "I make pronunciation mistakes in almost everything/ many kinds/
only a few kinds/ I almost never make pronunciation mistakes."
The results obtained from the questionnaires were correlated with the
results of an oral interview and an oral translation method (considered by the
researchers to be the best measures of speaking and reading skills,
respectively).Bachman and Palmer found that the reliability measures were as
high as 85-.96 for the self-assessment method. Substantial intercorrelations
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between self-rating and the other two methods were obtained, with coefficients
ranging from .51 to .74.
• Le Blanc and Painchaud (1985): This study used self-assessment for the
purpose of placement. It was conducted at the University of Ottawa where new
students have to be assessed in their proficiency of either English or French as a
second language.
Questionnaires covering general ability in the four skills-with questions
similar to those used by Bachman and Palmer were administered and correlated
with proficiency tests of the same skills. Results showed not only that there were
high correlations between the different measures, but also that after some time the
percentage of changes from initial placement was very low. Self-assessment
questionnaires were also found to be much easier and quicker to administer than
conventional tests.
• Von Eiek (1985): The test developed by Von Eiek, from the
University of Gothenburg, Sweden, is one of the most important ones in the area. It
is an instrument devised for self-diagnostic purposes to be used by adult migrants
studying Swedish as a second language.
The test battery consists of 1,500 items covering six areas: the four skills
plus grammar and vocabulary. The questions are all formulated in the target
language, and the student has a three choice answer form with the options: "yes,
absolutely"; "I think so"; or "no". Examples of questions are:
- "Vocabulary": Do you know the meaning of the underlined word below? -
Listening: Do you know which picture the speaker is referring to? "
For each of the six areas, there are 25 questions, each one providing
10 sub- questions of different degrees of difficulty. The results of such a
questionnaire provide learners with a self-rated profile that can be used for
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diagnostic purposes and some sort of measurement of level of proficiency in the
various areas covered.
• Eurocentre Bournemouth (in Holec 1988; Oskarsson 1984) the work

done at the Eurocentre language school in Bournemouth has been directed at
continuous self-assessment of classroom activities as a means to improving the
learning process.
Different ways of self-assessment have been used, such as laboratory follow-
up to oral practice lessons, with recording of students' interactions being
commented on by the teacher, after which a new recording is made and compared
by the students with the previous version of progress videos in which students are
video taped doing short role-plays at regular intervals (Ferris, in Holec 1980).
Towards the end of the term the students are shown the films and asked to evaluate
their performance on the basis of a form covering the areas of fluency,
pronunciation, grammar and general impression.
These approaches are reported by participants as being highly valuable in

promoting learner motivation and autonomy. There is also, according to them, a
usually good index of agreement between learners and teachers ratings.
3-Aspects of Self-Assessment
Implementing a self-assessment project will certainly require the

allocation of a good deal of time in any course programme. Familiarising
students with the idea of self-assessment and training them to do so is not
something one can do with a five minutes chat at the end of a class session.
Even considering that one of the aims of self- directed learning is to enable
learners to work on their own outside the classroom hours, one still has to
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devote some of the class time to promote this independence. We believe that
planning a self-assessment project should include considerations about the
syllabus to be covered within a certain period of time. Self —directed learning
which is included in the new reforms of higher education (within LMD system)
should lead to more effective and faster learning, in the long run. However, we
realize that such a project is extremely time consuming and would probably
require the reduction of the input load in terms of the contents of a given
syllabus.
3.1-Responsibility
The term "responsibility", when applied to the teaching/ learning situation,

can be a tricky one. On the one hand, it is desirable to engage learners actively
in the educational process, so that whatever is taught can be learnt, or so that "
input" can more easily become "intake". In this sense, we suppose we could use
the term responsibility to refer to the learners' share in the process of education.
This does not imply that teachers or institutions lose their own share in
conducting the process although a learner- centred orientation in education, as
Allwright points out (1979) does imply abdication of responsibility.
This view, however, may not be very clear to students, especially if their
previous educational experiences have been marked by conservative practices in
which the roles of teachers and learners are very distinctly defined. These
learners might resent being given the task (the chance?) of self- assessment.
Imposing it on such a group would then be far from the objectives which self-
evaluation seeks to promote.
This possibility of some resistance on the part of students in relation to self-

assessment has to do with the power with which institutions and teachers
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are invested in relation to deciding what is supposedly best for students. Self-
assessment will only represent an innovation in educational terms if it is a way to
empower learners to make decisions about themselves. Otherwise, it will be just
another gimmick to fill the pages of teachers' manuals.
3.2-Learner Training
The aspect of learner training seems to us to relate to three areas.

- Firstly, it has to do with acquainting learners with the concept of self-
assessment, i.e., what it entails, what it seeks to promote and how it is
conducted.
- Secondly, it relates to study skills and to developing learners' awareness in

relation to the language being learnt, the materials and methods being used, in short
, the whole teaching process.
- Thirdly, learner training in self-assessment has to do with specific

guidelines for evaluation. This again is very much a matter of judging the extent
to which it is desirable to train learners in the use of a set of criteria defined by
the teacher or some other authority, or whether it is individualization that one is
trying to encourage. For example, if a group of learners are trained to monitor
their oral performance with a view to improving fluency, group activities are
audio-taped and analysed, and students work together to make comments and
suggestions to each other. What happens, however, if one or more students in the
group are particularly interested in perfecting their pronunciations of individual
words or sounds? This seems to be a case in which the teacher would have to
direct these learners to specific work in the area of pronunciation, and try to point
out to them the aims of the fluency activities. In other words, the criteria being,
used for assessment would have to be very clear to students. At the
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same time, the possibility of developing in different directions should be open to
learners.
3.3- Innovation in Self-Assessment?
In view of the application of self-assessment as an innovative measure in

the context of first year EFL learners in our university, it is necessary to analyse
first what is meant by innovation.
In an article entitled "Innovation in language Testing", Alderson (1986)

discusses the accountability of innovating. He suggests a number of questions
which ìnnovators" should ask themselves, some of which we are going to use
here to refer to the particular context of the introduction of self-assessment
procedures.
1-"Are the changes that are claimed to be innovations actually new? In

other words, do the self-assessment instruments used really promote learner
awareness, development and responsibility for their learning process? Or are
they the sort of tests which learners mark according to a key provided by the
teacher and from which they get little but an overall score?
2-"Do the innovations, be the old or new actually work? If they work, do
they work better than what they replace? The answer to this question implies, in
the first place, the need for empirical observation. However, the question is not
simply one of whether self-assessment works "better" than external exams in
terms of measuring achievement or predicting performance. Because self-
assessment is concerned with degree of motivation as well as with improving
performance, evaluating the innovation becomes more difficult. This brings us to
another of Alderson's questions.
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3- "Might there be a need for innovation even if what is being replaced
does work?" The answer seems to point to a "Yes!" if existing practices fulfil
technical or institutional requirements but not the demands of educational
objectives. In relation to testing, this might be the case if formal tests albeit being
good measures of progress or achievement do not help to promote learner
independence and involvement.
4-"Why do innovations come about? Who demands and causes them, and
on what basis? "This has already been touched upon, in relation to the question
of responsibility in evaluating learners' performance. This list of potential
aspects to be considered is far from being a definitive one, given the complex
nature of education and human relationships. It does certainly reflect, however,
our own concerns and prejudices as well as aspects mentioned by different
authors.
Alderson (1986:105) concludes his article entitled "Innovations in
Language Testing? "by saying that" perhaps we should be looking for and
fostering, not only innovations in language testing, but also and importantly,
innovations through language testing." This was the line which this study tried to
follow, starting from the premise that evaluation should not be seen as a
necessary evil but as an intrinsic, constructive element of the teaching/ learning
process.
4-Reservations as to the Use of Self Assessment: The Problem of Bias
When confronted with the question of whether students would be capable

and therefore allowed to do self-evaluation, we believe most people — including a
good number of teachers- would agree with Dickinson (1987:61) when he says that
it is probably inevitable that most learners assessing themselves will be biased in
their own favour, which will result in a certain distortion of test results.
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This proposition, albeit plausible, does not seem to be always true, judging
from Oskarsson's (1984: 32) report. According to him,
in at least four of the studies examined in detail the

researchers found that the most proficient students
tended to underestimate their ability and skill.
Reported cases of overestimation tended to involve
weak students to a greater extent than good ones.
Similar findings have been reported by McLeod (1983), who claims that
good students tend to underestimate themselves because their awareness of
language or high-level objectives give them the notion of what remains to be
learned. Students who have experienced difficulties, on the other hand, tend to
overestimate their ability since they cannot perceive a need for improvement.
Underestimation of one's abilities may also indicate that students simply do not
know or are not aware of what they can actually "do" with the target language.
This is especially true of foreign language teaching in contexts where the target
language is not commonly used outside the classroom, as it happens in our
country.
When talking about bias in self- assessment, it is also important to

distinguish, as Dickinson (1987:90) points out, between "the natural tendency of
learners to interpret doubtful or ambiguous results in their own favour, and the
deliberate falsification of results", or cheating. Dickinson goes on to add that
cheating can only happen where there is a concern with showing results to
someone else, in other words, if one is concentrating on products of instruction and
on test scores.
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III-Portfolio Assessment
1- What is a Portfolio?
Portfolio assessment is increasingly used in classrooms across the world.

From its origins in the arts to its evolution through writing classes to foreign
language classes, portfolio assessment is becoming nowadays a powerful tool for
evaluating language skills.
A portfolio is a form of assessment that students do together with their

teachers. According to Paulson and Meyer (1991:61), it is:
A purposeful collection of student work that exhibits

the student's efforts, progress and achievements in
one or more areas. The collection must include
student participation in selecting contents, the
criteria for selection, the criteria for judging merit
and evidence of student self-reflection.
In this way, a portfolio is a living, growing collection of a student's work - each

addition is carefully selected by the student for a specific reason which he/she will
explain. It is also a selection of the student's work which shows growth over time.
By reflecting on their own learning (self-assessment), students begin to identify the
strengths and weaknesses in their work. These weaknesses then become
improvement goals. In this sense Portfolios and instruction are closely linked; the
assessment is integrated in the instructional process.
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The criteria for selecting and assessing the portfolio contents must be
clear to the teacher and the students at the outset of the process. The entries in an
English Foreign Language (EFL) portfolio can demonstrate learning and growth
in all language domains/skills, or can focus on a specific skill such as the ability
to communicate genuinely in the target language. Portfolio assessment takes
time and a sincere commitment from the teacher and student in order for the port
folio process to be successful.
2-Why Use Portfolio Assessment?
Introducing a new form of assessment requires a rational acceptable to the

educational institution, teachers, students and often parents. The overall purpose
of the portfolio is to enable the student to demonstrate to others learning and
progress. The greatest value of portfolios is that, in building them, students
become active participants in the learning process and its assessment.
The following is a summary of some of the main points which support the
use of assessment portfolios in the foreign language classroom.
• Portfolios are a form of alternative/authentic assessment, in which a

student's progress is measured over a period of time in various language learning
contexts. This allows a far more accurate form of language learning assessment
than traditional testing which measures specific, isolated skills and abilities at a
specific time, does not offer a full assessment of language learning. Portfolios can
include evidence of specific skills and other items at one particular time and
language performance and progress over time, under different conditions, in all four
modalities (reading, writing, listening, and speaking).
• Portfolio assessment is incorporated fully into instruction, which has
three educational benefits. First, linking assessment to instruction ensures that we
are measuring what we have taught. Second, planning for and evaluating
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portfolios reveals any weaknesses in instructional practices. For example, if the
purpose of the portfolio is linked to making progress toward all areas of the
National Standards, and, at the end of the marking period, there are no artifacts
related to oral communication in the student portfolios, the teacher may decide to
incorporate more oral communications work into the curriculum. Third, there is no
time lost on assessment. Assessment is then a true learning experience, and not
external to the learning process.
• Portfolio assessment promotes positive student involvement. As
students create their portfolios, they are actively involved in their own learning.
They reflect on their learning. This increased metacognition can have a positive
impact on a student's self-confidence, facilitates use of learning strategies, and
increases ability to assess and revise work. These factors tend to foster student
motivation to continue studying and succeeding in language learning.
• Portfolios offer the teacher, student, and those who review the port
folios an in-depth knowledge of the student as a learner. This means that the
teacher can individualize instruction for the student. Weak areas can be
strengthened and areas of mastery built upon. Learners are involved in this process
of tracking their learning and can take control of their learning.
• Portfolios can foster a relationship of mutual respect between teacher
and student as they become partners in learning.
• Using portfolio assessment gives the teacher opportunities to involve
parents in their children's language learning. Parental involvement is an important
factor in educational success; providing language-related experiences and
reviewing the portfolio are both ways in which parents can participate.
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3-Stages in Implementing Portfolio Assessment
• Identifying Teaching Goals to Assess through the Portfolio
The very first and most important part of organizing portfolio assessment is
to decide on the teaching goals. These goals will guide the selection and
assessment of students' work for the portfolio. To do this, we have to ask
ourselves "What do we want the students to learn?" and choose several goals to
focus on; for example, general goals such as improvement in fluency of speech ,
and specific goals such as telling a story.
This stage is very important because teachers have to know what their goals
are in terms of what the students will be able to do. Moreover, students have to
know what they need to show evidence of in their portfolios.
It is even better if we do this fixing of goals together with the students,

asking them, for example, what they need and want to achieve in the different
language domains and skills. They will usually show good understanding of goals (
"We need to understand the news." "We should be able to correct our
pronunciation mistakes."), and hopefully these will then become common goals for
teacher and class. Or, we can give a list of goals for the students to rank, and use
the results for establishing the criteria for assessment.
• Introducing the Idea of Portfolios to our Class
We will need to present the idea of a portfolio to our class. We can start
by explaining the word- from portare (carry) and foglio (sheet of paper). If
possible, we ask a student of art, architecture or design to bring their portfolio;
this will help convey the principle of a portfolio as a selection of a student's
work, showing progress in different areas or skills.
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It is also a good idea to show the students examples of English portfolios
prepared by other classes, and, ideally, even a teacher's portfolio (showing, for
example, the development of your work with the class).
It is worth directing students' attention, at this stage, to the main aspect of

portfolios, which is their use as an assessment tool. We should try to ask our
students how they feel about tests; whether they always feel the test truly
represents what they know and can do with the language (they invariably bring
up plenty of problems with traditional tests). Then, we should tell them we are
going to assess them in a fairer way, which will show the many different skills,
knowledge and ideas they have acquired.
We have to inform the students about how much weight the portfolio will
have in their final grade and what it is going to replace (one or more of their tests,
quizzes and/or projects).
We do not have to take on more than we can handle; we have to start with
one class, and then expand when we feel ready. Students should be encouraged to
put the right items into the portfolio; it is quality that counts, not quantity, and the
main point of portfolio assessment is the thoughtful selection of evidence of
learning.
• Specifying Portfolio Content
We have to specify what, and how much, has to be included in the portfolio -
both core and options (it is important to include options as these enable self-
expression and independence).
We also have to specify for each entry, written, audio and video-recorded
items, artifacts, for example, an annotated drawing, a model, dialogue journals,
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and how it will be assessed. The students should be acquainted with the scoring
guides/rating scales that will be used before performing the task.
• Giving Clear and Detailed Guidelines for Portfolio Presentation
We have to explain the need for clear and attractive presentation and say
how the portfolio will be graded .We need to remember that unfamiliar ways of
teaching and assessment are potentially threatening and confusing to students. It is
important to present the portfolio guidelines clearly, and to go over the guidelines
periodically. Although all the guidelines - goals, content, timetable, etc should be
presented to the class orally, so that they can discuss the procedure and ask
questions, there should also be written guidelines to backup the points discussed
and for reference while preparing the portfolio. It is helpful to prepare these
guidelines in question-and-answer form.
• Preparation Period
Support and encouragement are required by both teacher and students at this
stage. The students will get it from the understanding teacher. Teachers will get it
by doing portfolio assessment as teamwork in their staff or joining or initiating a
support group to discuss questions with colleagues as they arise.
We have to devote class-time to student-teacher meetings, to practising

reflection and self-assessment and to portfolio preparation, since these may be new
skills for most students, if not all the students.
Reflection and self-assessment do not come naturally to people who have

had little practice in it, and require learner training. For example, the teacher has
to encourage students to ask themselves: What did I learn from that activity?
Which is my best piece? How can I improve this? This can be done by class
brainstorming (what are some possible reasons for including an item in your
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portfolio?) or in pairs - "portfolio partners" - who help each other select samples of
their work (written comments on their work from a peer can also be included in the
portfolio). Teachers should start with more structured forms of reflection and
slowly proceed to more open reflective comments. This is training in a life-skill,
and is well worth the time and effort spent in class.
The teacher should give guiding feedback. The finished portfolio may be
due only at the end of the semester, but it is a good idea to set regular dates at
which time several portfolio-ready items (i.e. with drafts and reflections) will be
handed in, so that students know whether they are on the right track.
Alternatively, you can have a portfolio project on a single unit of material so
that both teacher and students will acquire experience in this kind of assessment
over a shorter period of time.
To ensure that the portfolio represents the student's own work, some
items can be done completely in class. You might also decide to have a test (
preferably with corrected version) included as a core item together with
reflection on what the student learned from doing the test and revising it.
Furthermore, you may ask the students to explain in their reflections who
helped them to improve their work (a peer, a parent, a spell-checker) and what
they learned from revising their work.
• Assessing the Portfolios and Giving Feedback
Each portfolio entry needs to be assessed with reference to its specific goal(
s). Since the goals and weighting of the various portfolio components have been
clearly fixed in advance, in assessing the portfolios, a variety of assessment tools,
such as rating scales and checklists for the different skills can be used. (see chapter
4,p 118) We can use these as they are, if they suit the fixed goals, or adapt them
according to the new needs.
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Self and peer-assessment can be used too as a tool for formative
evaluation, with the students having to justify their grade with reference to the
goals and to specific pages in the portfolio. This actually makes the teacher's job
of assessing the portfolio much simpler because the student has done the
groundwork of proving how far each goal is met in the portfolio. It takes some
of the burden off the teacher and helps students to internalize criteria for quality
work. Students can even generate their own report cards based on their port
folios.
After all the efforts that the students have invested in their portfolios, it is
recommended that the teacher provides feedback on the portfolios that is more
than just a grade. One possibility is to write a letter about the portfolio, which
details strengths and weaknesses and generates a profile of a student's ability,
which is then added to the portfolio. Another option is to prepare certificates
which comment on the portfolio strengths and suggest future goals.
• Student-Teacher Meetings
An important element of the portfolio philosophy of shared and active

assessment is that the teacher should have short individual meetings (tutoring
sessions) with each student, in which progress is discussed and goals are set for a
future meeting. Students and teachers should document these meetings and keep
the goals in mind when choosing topics for future meetings. In this way, student-
teacher conferences play an important role in the formative evaluation of a
student's progress. They can also be used for summative evaluation purposes
when the students present their final portfolios product and together with the
teacher decide on a final grade. This is a student's chance to negotiate the port
folio grade using evidence of achievement according to the agreed goals. Notes
from these meetings can be included in the portfolio as they contain joint
decisions about the individual's strengths and weaknesses. These meeting
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sessions can be prepared for in pairs where students practise presenting their port
folios.
4-Advantages and Disadvantages of Using Portfolio Assessment
Portfolio Assessment:
• allows the evaluators to see the student, group, or community as individual,

each unique with its own characteristics, needs, and strengths;
• serves as a cross-section lens, providing a basis for future analysis and
planning; by viewing the total pattern of the community or of individual part
icipants, one can identify areas of strengths and weaknesses, and barriers to
success;
• serves as a concrete vehicle for communication, providing ongoing
communication or exchanges of information among those involved;
• promotes a shift in ownership, communities, and participants can take an
active role in examining where they have been and where they want to go;
• offers the possibility of addressing shortcomings of traditional assessment
and the possibility of assessing the more complex and important aspects of an area
or topic;
• covers a broad scope of knowledge and information, from many different
people who know the program or person in different contexts (for example, part
icipants, parents, teachers or staff, peers, or community leaders).
However Portfolio Assessment:
• may be seen as less reliable or fair than more quantitative evaluations such
as test scores;
• can be difficult or unfamiliar at first when we have to develop our own
individualized criteria,
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• can be just a miscellaneous collection of artifacts that do not show patterns
of growth or achievement if goals and criteria are not clear;
• can be difficult to analyze or aggregate to show change, like any other form
of qualitative data,
• can be very time consuming for teachers or program staff to organize and
evaluate the contents, especially if portfolios have to be done in addition to
traditional testing and grading.
Fear of time management issues is often the first reaction many teachers
may have to the concept of portfolio use in the classroom, and with good reason:
introducing anything new in the classroom takes time to plan and introduce to the
learners. Portfolio assessment seems to require more time initially than other
assessment instruments. However, one will probably find that the organization
that we need to introduce with portfolio assessment will reduce on-going
classroom planning and preparation because much of this work has been done in
advance.
Further more we have to bear in mind that the time students spend
developing their portfolios is not time lost to instruction and learning. It is
through portfolio development that students use the skills and knowledge that
are part of the curriculum. Additionally, while the class is working on portfolios,
the teacher can offer mini-lessons to students in areas in which they need
assistance; this maximizes teaching/learning time in class.
Changes in instruction can be difficult and time-consuming in the short term.

In the long term, however, the benefits of portfolio use to teaching and learning are
tangible and outweigh, in many teachers' minds, the initial challenges of
implementing this new assessment tool.
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In sum, this Alternative or New Vision to assessment can be exemplified as
follows:
Old Vision New Vision
• Tests that test. • Tests that also teach.
• One answer, one way correctness. • Open-ended, multiple solutions.
• Focus on language. • Focus on communication.

• Teacher-centered. • Learner-centered.
• Isolated skills. • Integrated skills.
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Conclusion
The reader may notice that different techniques for measuring oral
proficiency have been appraised. Although their coverage is wide and
interrelated, only their applicability in the language classroom has been
considered. Through these techniques the learners will be stimulated to
demonstrate their ability to present an impromptu talk, to converse, to discuss, to
verbally reproduce the substance of a story heard or read. Teachers can succeed
to apply and adopt the discussed techniques in the classroom by advocating
authenticity of materials, relevance of situations in which speaking is an
appropriate activity, cultural sensitivity, and other factors; they can make the
learning environment as conducive to expression and language acquisition as
possible.
Special attention is also paid to the possible uses of self- assessment and Port
folio, not only as an alternative to formal tests but basically and above all as a tool
for learner independence. Possible problem inherent to the nature of self-evaluation
were outlined, as well as anticipated problems related to the resources required for
the implementation of such innovation for example, timing and training of staff and
students.
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CHAPTER SIX
NEEDS ANALYSIS
Introduction 169
I- The Students' Questionnaire 170

II-The Teachers' Questionnaire 216

Conclusion 256
168
NEEDS ANALYSIS
Introduction
The starting point of any test design should be to develop an analysis of

learners' needs to the specification of language learning objectives. In the testing
literature, there is a strong emphasis on the importance of test needs and
purpose, and it is held that no one solution can accommodate the wide variety of
possible test scenarios. It is argued that appropriately differentiated tests in
different skills areas need to be made available for evaluating different groups of
learners with different target situation needs. To measure Oral proficiency
adequately in each situation, account must now be taken of teachers' and
learners' opinions. We also have to ensure that the sample of the proposed
language test is as representative as possible for the population to whom it is
designed.
Different methods might be followed to collect information, such as

surveys, questionnaires, interviews, attitude scales, intelligence, tests, job
analysis, content analysis, statistical analysis and fixing of objectives (
Richterich and Chancerel 1987). The identification of learners' needs might be
made by the learner, the teaching establishment, the user institution. This
identification can be made before the course, but it is important to take into
account that learners' needs may change while they are learning, because needs
are not static, but rather dynamic. They should be taken as a continuous process
in which discussion, participation and negotiation with learners is crucial (
Breen and Candlin 1980), and as flexible procedure which responds to changes
in the learners, the teachers and the circumstances in which they are working.
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I-The Students' Questionnaire
1- Aim of the Questionnaire
We have devised a questionnaire in order to explore and find out the

difficulties encountered by first year LMD students, Department of English,
Faculty of Languages and Human Sciences, University of Bejaia, while their oral
proficiency is being tested. This information will help us eventually to devise a
suitable battery of tests for that population of students.
2-Description of the Questionnaire
The questionnaire was handed in to the 372 students involved in the first year
L.M.D during a lecture session in an Amphitheatre under the supervision of their
teacher and the researcher. Among the 352 handed back questionnaires, 251 were
returned during the same day and 101 remaining copies were collected three days
later.
The questionnaire consists of closed and open questions. Closed questions are
those which allow the student to select a number of possibilities offered to him/her
or answer by "Yes", or "No". Open questions are those which require a personal
answer .The questionnaire is made up of six sections.
Section 1: General Questions (Q1-Q7): This section seeks information

about how the students rate their oral proficiency in spoken English: five rating
options were proposed ranging from: very good, good, average, poor or very poor (
Q1); whether and why they like to be tested (Q2 and Q3); whether they feel
nervous before the test and why (Q4 and Q5); whether they feel nervous during the
test and if "Yes" why (Q6 and Q7).
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Section 2: Principles of Testing(Q8-Q15): this covers questions which
seek to find out whether and why testing is the only responsibility of the teacher (
Q8 and Q9); whether they consider testing as checking their performance,
diagnosing their weaknesses , teaching, or any other answer they were asked to
specify(Q10); whether they fully exploit their oral testing sessions to enhance their
oral performance and if "No", they have to explain why(Q11 and Q12); whether
they were regularly tested (Q13),whether they like being regularly tested and, if "
Yes" they were asked to explain why(Q14 and Q15).
Section 3: Basic Considerations in Testing (Q16---Q29): This section

includes questions about whether the tests they are given are related to the topics
covered in the course , if "Yes", whether it is always, sometimes or rarely, and if
"No", why (Q16 , Q17 and 18), whether the results obtained in the tests reflect
their true level and if "Yes" whether it is always, sometimes or rarely and, if "
No" whether they are given another test, a remedial work or anything else, they
have to specify(Q19, 20 and Q21); and whether in the case another teacher had
conducted the test, they would have performed better(Q22 and Q23),whether
the test activities are set at an appropriate level of difficulty and if "Yes" ,
whether it is always, sometimes or rarely(Q24 andQ25); whether the test
discriminates adequately between their performances at different levels of
attainment and if "Yes" , whether it is always, sometimes or rarely(Q 26 and
Q27);whether the time allotted to the test is adequate ,if "No" what suggestions
can be made(Q28 and Q29).
Section 4: The Marking Scheme(Q30-Q34): this section is composed

of questions, seeking information about whether the students are informed about
the marking scheme used by their teacher and if "Yes", whether it includes
grammar, pronunciation, stress and intonation or fluency or any other aspect (
Q30 and Q31), whether the marking scheme indicates clearly the marks
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to be awarded for different parts of a question or the relative weighting of criteria
that may be applicable (Q32); whether this marking scheme refers to their non
linguistic features, such as attitude, gestures, way of dressing and if "Yes" , is it
always, sometimes or rarely (Q33 and Q34).
Section 5: The Oral Tests (Q35-Q43): This section is made of questions

which aim at finding out which testing techniques are used to test their oral
proficiency: multiple choice questions,oral interview, group work ,role play or
discussion or any other techniques they had to specify(Q35); whether the testing
techniques used are adequate to test their oral proficiency(for each option they
had to say "Yes" or "No") and if "No" , why (Q36 and Q37); whether they
understand test directions in: . multiple choice questions, oral interview, group
work ,role play and discussion for each option, they had to say "yes" or "no",if "
No", (Q38 and Q39);whether they have heard of self Assessment ,if "Yes",
whether they are able to evaluate their oral proficiency (Q40 and Q41);whether
they are given the opportunity to evaluate their oral proficiency and ,if "Yes", is
it through assessing their own home or class work, assessing their peers' home or
class work (Q22 and Q43).
Section 6: Further Suggestions (Q44): Here, the students are required to

give their recommendations and suggestions to improve the testing procedures.
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3-Analysis of the Results
Section 01: General Questions
Question 01: How would you rate your oral proficiency in spoken English?
Table 06: Oral proficiency in Spoken English
Options Number %
Very good 2 0.57
Good 10 2.85
Average 250 71.02
Poor 50 14.20
Very Poor 40 11.36

Total 352 100
These results show that a very large majority (71, 02%) of the students think
that their level in oral English is average. This may let us think that both teachers
and learners need to work hard to reach better results.
Question 02: Do you like to be tested?
Table 07: Students' Reaction to Testing

Options Number
Yes 251 71,31
No 80 22,73
No Answer 21 05,96
Total 352 100
The results indicate that 71, 31% of the questioned students declared that
they like being tested. This shows that our students are really motivated to learn and
are willing to be involved in testing situations.
Questions 03: Please, explain why
The 251 students who answered positively explained:

• we want to demonstrate what we know best in English (99 students)
• tests tell about our weakness and try to avoid them (136 students)
• tests teach us how to behave.(16 students) The
eighty students who answered negatively explained:
• the tests we are given are difficult(21 students)

• we are afraid to have bad marks (19 students)
• tests make us feel nervous ( 40 students)
Question 04: Do you feel nervous before the test?
-Other: Please specify.
Table 08: Students' Nervousness before the Test

Options Number 0/0
Yes 210 59,65
No 130 36,95
No Answer 12 3,40
Total 352 100
Nearly 60% of the students stated that they feel nervous before the test,
which most probably implies that this will have an impact on the performance of
the learners. We notice that 36, 93 % of them do not live a state of nervousness
before the test is administered.This may suggest that they feel confident in
themselves in taking the test.
Question 05: If "Yes", please explain.
The justifications of the nervousness provided by the 210 students before

taking the test are:
• we are not prepared for the test (120 students).

• we are afraid of the test; we are frightened by bad marks and failure(90
students).
Through the arguments provided by the respondents to question 5, we

believe that there is a need to create better testing conditions and tutoring sessions
will probably be of great help.
Question 06: Do you feel nervous during the test?
Table 09: Students' Nervousness during the Test

Options Number %
Yes 219 62,22
No 119 33,81
No Answer 14 03,97
Total 352 100
The results show that 62. 21% of the students admitted being nervous
during the test, which is slightly higher than the percentage of students who said
they were nervous before the test (59.66%).This increase may be due to the
nature of the test the learners are given.
Question 07: If "Yes", please, explain.
The 219 learners provided us with the following answers to justify their
nervousness during the test:
• The questions are not very clear,(52 students)

• the test is too long and more difficult than we were expecting,(50
students)
• we are not prepared and trained for such tests,(42 students)

• We see some students cheating and this situation makes us very nervous,
(40 students)
• some invigilators disturb and distract us during the test(35 students).

Section 2: Principles of Testing
Question 08: Is the teacher the sole responsible of testing?
Table 10: Students' Opinion about the Teacher being the Sole Responsible for
Testing
Options Number %
Yes 58 16.48
No 287 81.54
No Answer 07 01.98
Total 352 100
A very large number of the students (81, 53%) admitted that testing is
not the teachers' only responsibility, and we consider this opinion as a positive
argument if we want to reconsider and redefine the new expected roles of the
teachers and the learners in the process of assessment. Only a small portion of the
informants î.e.16, 47 % answered positively.
Question 09: Please, explain why
A hundred students did not supply any answer for this question. The rest of
the learners provided us with the following arguments:
• We must take into consideration our opinions in any testing situation, (
115 students).
• Testing our knowledge is also our responsibility since it is part of our
learning process. (72 students)
• The 58 students who answered "Yes" said that their teachers can
have a better judgment of their work and performance.
Question 10: -Do you consider testing as:

Table 11: Students' Definition of Testing
Definition of Testing Number %
Checking students' performance 151 42,90
Diagnosing students' weaknesses 83 23,58
Teaching 107 30,40
No Answer 11 03,12
Total 352 100
42.90 % of LMD students think that testing is "Checking student's

performance", 30.39 % of them mentioned "Teaching" and 23.57 % "Diagnosing
students' weaknesses". Besides the proposed options, (5 students) said that
testing the students is also finding out whether the teachers are doing their job
properly or not.
Question 11: Do you fully exploit your testing sessions to enhance your oral
performance?
Table 12: Exploiting Testing Sessions to Enhance Students'
Oral Performance
Options Number 0/0
Yes 206 58.52

No 108 30.69
No Answer 38 10.79
Total 352 100
Nearly sixty percent of the students said that they exploit fully their testing
sessions to enhance their oral proficiency; this may be an indication of the students'
interest and motivation to communicate in the target language.
Question 12: If "No", please, explain why

The following arguments were provided by the informants to justify their
answer:
• the teacher dominates the speaking time,(68 students)

• It is always the same students who are given the opportunity to
express themselves, (20 students)
• We are afraid and shy, (15 students)

• Sometimes we are intimidated by the teacher. (5 students)
Question 13: Are you regularly tested?
Table 13: Regularity in Testing

Options Number %
Yes 68 19.32
No 271 76.98
No Answer 13 03.70
Total 352 100
The results to question 13 show that a large majority of the questioned

learners are not regularly tested i.e. 76, 98%, and only 19, 31% answered
positively. Our opinion is that new regulations of continuous assessment need to
be fixed, so that the students' knowledge can be regularly evaluated.
Question 14: Do you like being regularly tested?
183
Table 14: Reaction to Being Regularly Tested
Options Number %
Yes 239 67.90

No 101 28.70
No Answer 12 03.40
Total 352 100
The results give a clear indication about the desire of the first year LMD
students to be regularly tested 67.90% answered positively. Such attitude may
reflect the students' motivation to learning.
Question 15: If "Yes", please, explain why
184
The arguments evoked by the students who are willing to be tested
regularly are:
• We want to find out our difficulties and weaknesses,(98 students)

• We want to perform and know our progress, (89 students)
• It is during oral session that we have the opportunity to put into
practice what we know.(32 students)
Section 3: Basic Considerations in Testing
Question 16: Are the tests you are given related to the topics covered
in the course
Table 15: Relatedness of Conducted Tests to the

Course
Options Number
Yes 289 82.10
No 53 15.05
No Answer 10 02.85
Total 352 100
The indication that we can have from the answer to question 16 is that 82,
10% of the students stated that the tests they are given are related to the topics
covered in the course, this percentage correlates with the teachers' answer for the
same question.(see the teachers' questionnaire, Question 08)
Question 17: If "Yes", is it:
Table 16: Freauencv of Relatedness of the Tests to the Course

Frequency Number %
Always 119 41.18
Sometimes 163 56.40
R a r e l y
No Answer 07 02.42
Total 289 100
Among the 289 students who stated that their tests are related to the topics
covered in the course, 41, 17% of them said that this happens always. We think that
the teachers of oral expression need to deal more and more with topics which have
already been introduced to the students; this will probably give the learners more
chance to communicate in the target language.
Question 18: If "No", Please, explain why

19 learners of those who answered "No" this question did not give any
explanation to their answer. The most repeated answers that we collected were:
• we do not know ,(16 students)

• ask the teacher who has the answer. (18 students)
From the information provided to question 18, we can conclude that there is
a need for the population under study to establish a positive learning environment
based on communication.
Question 19: Do the results obtained in the tests reflect your true level
Table 17: Relatedness of Test Results to Students' True Level
Options Number
Yes 254 72.16
No 91 25.86
No Answer 07 01.98
Total 352 100
A large majority of the students 72, 15% said that their test results reflect
their true level .This may indicate that the questioned learners are aware of their
strengths and weaknesses. The results may also stand for the fairness of the
teachers' testing system.
Table 18: Freauencv of Relatedness of the Results to Students' True Level
Frequency Number %
Always 99 38.98
Sometimes 130 51.18
Rarely 16 06.30
No Answer 09 03.54
Total 254 100
When asked about the frequency of the relatedness of the test results with
their true level, 38, 97 % of the students said that this happens always. We believe
that this rate is less than average, so, teachers need to reconsider their way of
testing; mostly when we notice that 51, 18 % responded sometimes.
Question 21: If "No", are you given:
c-Other: Please, specify:

Table 19: Decisions Made when the Test Results do not Reflect Students'
True Level_
Options Number
Another Test
Remedial work 13 14.28
No Answer 11 12.08
Nothing is done 67 73.64
Total 91 100
Among the 91 students who answered "No" to the question 19, we have
been surprised to find out that 67 students (73.64) specified that nothing is done for
them when they obtain bad results, they added saying that they are rather neglected.
This percentage indicates that there is an urgent need to devote more attention and
care to learners who face difficulties in the process of learning.
Question 22: If another teacher had conducted the test, would you have done
better?
Table 20: Possibility of Doing Better in a Test if Conducted by

another Teacher
Options Number %
Yes 122 34.66
No 223 63.35
No Answer 07 01.99
Total 352 100
We can notice that more than 63% of the students do not believe that if
they are assessed by another teacher they will obtain a better mark. These results
may tell us that the learners believe in their teacher and in the way he/she is
assessing their knowledge in the target language.
191
Question 23: Please, explain why.
When we asked the students to justify their answers for those who answered
"No" to question 22, we have obtained the following answers;
• Our teacher is the only one who can judge us because she knows the things
we have dealt with in the classroom, (203 students)
• We do not know, simply because we have not tried such testing
Situation, (20 students)
• The 122 students who answered positively said that they wish to be assessed
by anybody else because their teacher is too subjective.
Question 24: Are the test activities set at an appropriate level of difficulty?
Table 21: Appropriateness of the Level of Difficulty of the

Test Activities
Options Number
Yes 225 63.92
No 114 32.39
No Answer 13 03.69
Total 352 100

GRAPH 16: Appropriateness of the Level of
Difficulty of the Test Activities
70 63.92
60 -
50'
40 32.39
30-
20
10 03.69
0~ --
Yes N o N o A n s w e r
More than 63% of the students who answered this question recognized
that the test activities set are at the appropriate level of difficulty. These results
correlate with the teachers' answer. (Question 23 page 235)

a -Always
b - Sometimes
c- Rarely
Table 22: Frequency of Appropriateness of the Level of the Test

Activities
Frequency Number %
Always 60 26.68
Sometimes 101 44.88
Rarely 53 23,56
No Answer 11 4.88
Total 225 100
193
Through the obtained results , we can notice that only 26, 66% of the
students who answered "Yes" to question 25 said "always"; we believe that this is
a very low percentage mostly if one has the ambitious vision to deny and forget
some of the traditional procedures of language measurement which do not give the
pedagogical expected results.
Question 26: Does the test discriminate adequately between your

performances at different levels of attainment?
Table 23: Adequacy of Discrimination between the Students'
Options Number %
Yes 153 43.47
No 168 47.73
No Answer 31 08.80
Total 352 100
The results show us that 47, 73% of the students told us that the test does
not adequately discriminate between their performances at different levels of
attainment; this may let us think that the way tests are devised for this
population of students must be reconsidered. Only 43, 46% gave a positive
answer.

Table 24: Frequency of Adequacy of Discrimination between the Students'
Pe. rfnrmaw.nnc. n é Tl: fen rnni I "nun] o ni Afin;nrnnn±
Frequency Number %
Always 39 25.49
Sometimes 80 52.29
Rarely 20 13.07
No Answer 14 09.15
Total 153 100
We found out that among the students who answered "Yes" question 26,
only 25, 49 % answered always, whereas more than 52% have opted for the
option "sometimes". This may mean that the devised tests lack the elements of
reliability and validity.
Question 28: Is the time allotted for the test adequate?

Table 25: Adequacy of the Time Allotted
Options Number %
Yes 177 50.29

No 149 42.33
No Answer 26 07.38
Total 352 100
50, 85% of the informants have stated that the time allocated to the test is
adequate. But at the same time 42.33% answered negatively. However, we think
that it is necessary that teachers involved in this study reconsider the element of
time allocation when planning their tests.
Question 29: -If "No", what do you suggest?

The 75 students, who complained about the inadequacy of the time allotted for
their tests, did not provide any answer for this question. The remaining 74
respondents were asking for more time to be devoted for the tests they are given.
197
Section 4: The Marking Scheme
Question 30: Are you informed of the marking scheme used by your
teacher?
Table 26: Awareness about the Marking Scheme Used by the Teacher
Options Number %
Yes 29 08.24
No 307 87.22
No Answer 16 04.54
Total 352 100
A large majority of the students i.e. more than 87% are not informed of the
marking scheme used by their teacher, and only 08, 23% gave a positive answer.
We believe that this manner of dealing with learners' measurement must be
radically reconsidered if we are willing to obtain better results.
Question 31: If "Yes", does it include?
Table 27: Language Aspects included in the Marking Scheme
Language aspects tested Number %
Meaning 07 24,14
Grammar 04 13,80
Pronunciation 08 27,58
Stress and intonation 02 06,89
Fluency 07 24,14
No Answer 01 03,45
Total 29 100
We note that all the language aspects are included in the marking scheme.
But we notice that more importance is given to pronunciation (27.58%) and
meaning and fluency. (24, 14% each)
Question 32: Does the marking scheme indicate clearly the marks to be awarded
for different parts of a question or the relative weighting of criteria that might be
applicable?
Table 28: Clarity of Indication of the Marking Scheme in Relation to the

Marks to be Awarded for Different Parts of a Question or the
Options Number %
Yes 59 16.76
No 277 78.70
No Answer 16 04.54
Total 352 100
Among the 79 students who mentioned that their teacher considers their
non linguistic features while being tested, 48, 10% said rarely. This let us think
that teachers involved ìn this study ignore linguistic feature while testing their
students.
Section 05: The Oral Test
Question 35: Which testing techniques are used to test your oral proficiency?
Table 31: Techniques Used to Evaluate the Students' Oral Proficiency.
Techniques Number %
Multiple Choice Questions 129 36.64
Oral Interview 151 42.89
Group work 22 06.25
Role play 8 02.28
Discussion 42 11.94
Total 352 100
We can notice that the most used techniques to evaluate students' oral
proficiency are: Oral interview 42, 89 %, and MC Q we have 36, 64%. This
indicates clearly that there is no innovation in the way the teachers of the
Department of English evaluate their students. We noted that the respondents did
not make any combination among the proposed techniques and they opted for one
technique at a time.
204
Question 36: Are these testing techniques adequate to test your oral
proficiency?
Table 32: Adequacy of the Techniques used to Evaluate the Students'
Oral Proficiency
Techniques Options Number %

Yes 60 17.04
No 69 19.60
Multiple Choice Questions
No Answer 223 63.36
Total 352 100
Yes 72 20.46
No 79 22,44
Oral Interview
No Answer 201 57.10
Total 352 100
Yes 13 3.70
No 09 2.55
Group work
No Answer 330 93.75
Total 352 100
Yes 02 0.58
No 06 1.70
Role play
No Answer 344 97.72
Total 352 100
Yes 17 4.84
No 25 7.10
Discussion No Answer 310 88.06
Total 352 100
GRAPH 27: Adequacy of the Techniques used to Evaluate
the Students' Oral Proficiency
Through the table above which represents the adequacy of the techniques
used to evaluate students' oral proficiency, one can notice that there is mostly a
shared opinion about those who are satisfied and those who are not. If we take for
example the 151 students who referred to the technique of Oral Interview, we will
realize that 47, 68% answered "Yes" and 52, 31% "No".
Question 37: If "No", please, explain why.

Nine students mentioned that they do not appreciate group work because
some elements of the group are lazy and are not cooperative. 65 unsatisfied
learners said that Multiple Choice Question and True or False questions are not
adequate but rather boring because of their guessing nature.
Question 38: -Do you understand the test directions in:

Table 33: Students' Understanding the Test Directions
Techniques Options Number %

Yes 60 17.04
No 52 14.78
Multiple Choice Questions
No Answer 240 68.18
Total 352 100
Yes 78 22.15
No 80 22.72
Oral Interview _
No Answer 194 55.13
Total 352 100
Yes 16 4.54
No 04 1.15
Group work
No Answer 332 94.31
Total 352 100
Yes 08 2.27
No 08 2.27
Role play
No Answer 336 95.46
Total 352 100
Yes 20 5.68
No 22 6.26
Discussion No Answer 310 88.06
Total 352 100
GRAPH 28: Students' Understanding of the Test
Directions
If we have a look to the data represented in graph 28, we will find out that
there is nearly a balance between those who understand and those who do not
understand the test directions. We believe that the involved teachers can be
required to reconsider the way they devise their tests.
Question 39: If your answer is "No", please explain why.
Half of the informants for each technique did not answer this question, as
for the other half they declared that the questions are very often ambiguous; they
do not give clear indication of what the examiner is asking. Very often we are
trapped; consequently we take the question to mean something different.
Question40: Have you heard of self —assessment?
Table 34: Students' Familiarity with Self -Assessment

Options Number %
Yes 308 87.5

No 38 10.79
No Answer 06 01.8
Total 352 100
We can note from the answers to question 40 that a very large number of the
first year LMD students (87.50%) have already heard of self assessment. Here, we
may need to mention that before starting the investigation, we gathered an amount
of data about this type of assessment which we have handed to all the students
concerned by this study.
Question 41: If "Yes", are you able to evaluate your oral proficiency?
Table 35: Students' Ability of Self -Assessment

Options Number %
Yes 201 65.25
No 101 32.80
No Answer 06 01.95
Total 308 100
We have found out that 65.25% of the questioned students have declared
to have the ability to measure their oral ability. But if we devote some of our
pedagogical time to explaining to students the positive impact that this
evaluation can have on their process of learning, more and more learners will be
involved.
Question 42: Are you given the opportunity to evaluate your oral proficiency?
Table 36: Opportunities Given to Students to Self -Assess

Options Number %
Yes 62 17.62
No 285 80.96
No Answer 05 01.42
Total 352 100
We can realize through the answers provided that only 17.62% are given the
opportunity to self assess their ability to communicate, which is undoubtedly a
small percentage. This may indicate that some of the teachers of the first year
LMD students ignore, or are not prepared for such system of evaluation.
Question 43: If "Yes" is it through:

a-Assessing your own home or class work b-
Assessing your peers' home or class work c-
Other, Please, specify
50% of the respondents (31 students) did not supply any answer to this
question. The rest of the students who are offered the opportunity to self assess
provided us with the following answers:
• We are asked to assess our own home and class work (18 students)
• We are asked to assess our peers' home and class work (13 students)
r
Section 4: Further Suggestions.
Question 44: Would you please add any suggestion or recommendation.
The propositions came as follows:

A large number of the learners 65% expressed their desire and interest to be
introduced to the technique of self Assessment.
Nearly all questioned students (95 %) expressed the wish to have more
trained and qualified teachers who will be able to provide them with the
appropriate tools and support so as to improve their speaking ability.
Many students complained about the fact that some of their teachers give
their lectures in other languages than the target language. (80%) of the students
wished their lectures to be delivered only in English so that they become more
familiar with the language.
Some of the students 30% suggested that the number of hours of the Oral
English course should be increased.
215
III-Teachers' questionnaire.
1-Aim of the Questionnaire
It is our strong belief that in order to diagnose effectively our first year
students' difficulties while their oral English ability is being tested and develop an
effective battery of tests, it is necessary to consider the teachers' opinions about the
most suitable and adequate testing techniques to adopt for such population of
learners.
2-Description of the Questionnaire
The questionnaire includes forty six questions and it was given to 13

teachers of oral expression who teach in the department of English. This
questionnaire consists of seven parts.
The Questionnaire was handed to the totality of the teachers of oral

expression of the Department .Two days later; the thirteen copies of the
Questionnaire were collected back.
Section 1: General Questions
This section includes four questions (Q1 to Q4): seeking information

about the teaching experience in general (Q1); how long they have been
teaching the oral expression. (Q2); how long they have been teaching oral
expression in the first year. (Q3), and finally whether they have any special
training to teach oral expression. (Q4).
216
This part includes seven questions (Q5 to Q12): related to whether the
teacher is the sole responsible of testing the teachers were asked to explain why
(Q5 and Q6); whether they consider testing as: Checking student's
performance, diagnosing students' weaknesses, or teaching. As they were asked
to specify any other definition of the term testing (Q7); whether they exploit
fully their testing sessions to enhance their students' oral performance and if "
Yes», they have to explain how (Q8 and Q9); if "No", they were asked to say
why (Q10), whether they regularly test their students, and if "Yes", they were
asked to explain why (Q11 and Q12).
Section 3: The Testing Procedure
This section is composed of four questions (Q13 to Q16): the purpose is

to be informed whether they write their own tests and if "No", we asked them if
they are provided by another colleague, selected from a test book or from any
other source. (Q13 and Q14); whether they administer and conduct oral
examinations alone and the respondents were asked to explain why (Q15 and
Q16).
Section 4: Basic Consideration in Testing
this section contains eleven questions (Q17 to Q27): the teachers were
asked whether the tests they conduct are related to topics they covered in the
course and if "Yes", is it:always,sometimes or rarely(Q17 and Q18),if "No",
they have to say why(Q19);whether the results obtained from the delivered tests
reflect their students' true level, if "Yes" ,is it :always, sometimes or rarely(Q20
and Q21);if "No" , do they give: another test, a remedial work or any other
217
action which they have to explain(Q22),here the teachers were asked whether the
test activities are set at an appropriate level of difficulty, if "Yes" , is it:always,
sometimes or rarely (Q23 and Q24),whether the tests discriminate adequately
between the performances of candidates at different levels of attainment°, and if "
Yes", is it:always,sometimes or rarely(Q25 and Q26),and finally whether the
abilities being rewarded are those which the activities are designed to assess(Q27).
This part is made of nine questions (Q28 to Q36): seeking information

about whether the marking scheme anticipates responses of a kind that
candidates are likely to make(Q28); whether the marking scheme indicates
clearly the marks to be awarded for different parts of a question or the relative
weighting of criteria that might be applicable(Q29);whether the marking scheme
allows for possible alternative answers(Q30);and to what extent the marking
scheme , by specifying performance criteria, reduces as far as possible the
element of subjective judgement that the examiner has to exercise in evaluating
candidates' answers (Q31); whether the marking schemes can be easily
interpreted by a number of different examiners in a way which will ensure that
all mark to the same standard(Q32);which of the following language aspects
they test i.e.meaning grammar, pronunciation, stress and intonation, fluency , or
any other aspect which they have to specify. They were asked to mention the
order of importance i.e. (1 for the most important one to 5 the least important
one.) (Q33); whether they evaluate non linguistic features, such as attitude,
gestures, way of dressing, if "Yes", is it: always, sometimes or rarely (Q34 and
Q35), if "No", they were asked to explain why (Q36).
218
Section 6: Oral Tests
This section which is a total of nine questions (Q37 to Q45): is collecting

information about which of the following testing techniques teachers use to
evaluate their students' oral proficiency i.e. Multiple choice questions oral
interview, group work, role play or discussion, if they use other techniques, they
were asked to mention them (Q37); whether they have heard of self assessment ,
if "Yes" ,they were asked if their students are able to evaluate themselves (Q38
and Q39); whatever the answer they provide, they have to explain why(Q40);
whether students are given opportunities to evaluate their oral proficiency , if "
Yes" , is this self assessment done through: assessing their own home or class
work , assessing their peers-home or classroom work and if their students
evaluate themselves differently, they were asked to specify the technique(Q41
and Q42);whether they have ever realized that the tests they administer to their
students should take another formo,if "Yes" ,which ones(Q43 and Q44),and
what form should they take instead(Q45).
Section 7: Teachers' Suggestions (Q46)
In this section the writer wanted to collect the teachers' suggestions and
recommendations in the hope to develop an adequate battery of tests for the first
year students of English, Faculty of Languages and Human Sciences, University of
Béjaia
219
3- Analysis of the questionnaire.
Section 1: General Questions Question
1: -How long have you been teaching?
Table 37: Experience in teaching
Years Number %
23 Years 01 07,70
17Years 02 15,38
13Years 01 7,70
06Years 02 15,38
03 Years 01 7,70
02 Years 03 23,07
01 Year 03 23,07
13 100
Through the results obtained, we can notice that 53, 84 % of the
questioned teachers have no more than 3 years experience in the field of
teaching. Two of them i.e. 15, 38 % have 17 Years experience, and the most
experienced has been teaching for 23 years.
Question 2: How long have you been teaching the oral expression?
Years Number %
06 Years 02 15,38
03 Years 02 15,38
02 Years 02 15,38
01 Year 07 53,86
Total 13 100
We can notice that the teaching staff of the Department of English enjoys
a very short experience in developing the students' oral skill. The majority of
teachers (seven out of thirteen) have only one year experience. This may let us
think that they have just graduated from the university, and this lack of
experience may have an impact on the quality of teaching.
221
Question 3: How long have you been teaching oral expression in the first
year?
Table 39: Experience in Teaching Oral Expression in the First Year
Years Number %
06 Years 02 15,38
03 Years 02 15,38
02 Years 03 23,08
01 Year 06 46,16
Total 13 100
We can find out that nearly half i.e. 46, 16 % of the teachers of the first
year have no more than one year experience in developing oral expression, and
the most experienced who are two among the staff have an experience of six
years. This can be explained by the instability of part time teachers who
generally come from different "Lycées".
Question 4: Do you have any special training to teach oral expression?
Through the data collected from this question, we realize that a very small
number (02) of the teachers of oral expression (15.38 %) have a special training
to enhance the oral proficiency. This training was done in different private
language schools of the city. This is not surprising because we know that the
majority of the teaching staff is recruited as part time. Such results can be
considered as motivating reasons to develop the idea of autonomy of learning
and self-assessment in our learners.
Question 5: Is the teacher the sole responsible for testing?
Table 40: Teacher the Sole Responsible for Testing?

Options Number %
Yes 03 23.08
No 10 76.92
Total 13 100
The results show that 76.92% of the informants (ten teachers out of
thirteen) said that the teacher is not the only responsible for testing. We believe
that such an opinion is really positive in the sense that it will involve and
encourage learners to share responsibilities in the process of learning.
The 10 teachers who answered "No", to this question argued that: students
must also be involved in the assessment process and that the teachers must act and
react as facilitators and advisors. As for the 3 other teachers who answered "Yes",
they did not provide any explanation.
Question 7: Testing is:
e-Other: Please, specify

Table 41: Teachers' definition of Testing
Options Number %
Checking student's performance 5 38.46
Diagnosing students' weaknesses 6 46.16
Teaching 2 15.38
Total 13 100
One can find out that the respondents have opted for one option at a time
while defining testing, 46.16% opted for "Diagnosing students' weaknesses". In
option "e", where we have asked the teachers to specify any other understanding of
the tern "Testing", (four teachers) specified that testing is also assessing the
teachers' methodology of transmitting knowledge.
Question 8: Do you fully exploit your testing sessions to enhance your

students' oral Performance?
Table 42: Exploiting Testing Sessions to Enhance Students'
Oral Performance.
Options Number %
Yes 12 92.30
No 01 7.70
Total 13 100
Except one questioned teacher (among the thirteen) answered negatively. We

believe that such an attitude is positive, because our students need to be encouraged
to converse and interact in the target language.
Question 9: if "Yes", please, explain how?
Nine of the teachers who answered positively the question 8, explained that
they manage to enhance their students' oral proficiency by creating a friendly
environment, varying the topics, giving them opportunities to choose the subjects
and things they like to talk about and share. As for the three others, they did not
give any argument for their "Yes".
226
Question 10: If "No", please, say why?
The only teacher who answered "No" did not provide any justification for
his answer.
Question 11: Do you regularly test your students?
Table 43: Regularity in Testing Students

Options Number %
Yes 05 38.46
No 08 61.54
Total 13 100
Only five teachers (out of thirteen) said that they regularly test their
students. Eight responded "No", three of them, justified, though they were not
asked to, evoking time constraints.
Question 12: if "Yes", please, say why?
For those who answered "Yes", (5 of them) they explained that they test
regularly their students because it is important to create in the learners readiness
and possibility to be measured at any time during the process of learning. On the
other hand, two of them said that regularity in testing allows both teachers and
learners to know their strengths and weaknesses and try to do better.
Section 3: The Testing Procedure
Question 13: -Do you write your own tests?
Table 44: Devising Tests

Options Number 0/0
Yes 05 38.46
No 08 61.54
Total 13 100
Five teachers only write their own tests which represents 38, 46 % of the
whole population under study. This may be due to the lack of experience of the
teachers of the Department and the complexity of the nature of oral tests.
Question: 14: If "No", where do you choose them from?
Among the eight teachers who said that they do not write their own tests, six
of them specified that they choose them from a test book; two did not give any
precision. We can note that no one of the informants said he/she gets the test from a
colleague. This may imply to a certain extent the lack of coordination and
cooperation within the teachers of the department.
Question: 15 Do you administer and conduct your oral examinations alone?
Table 45: Administering and Conducting Tests

Options Number
Yes 11 84.62
No 02 15.38
Total 13 100
The results have shown that only two teachers said that they do not
administer and conduct the oral examinations alone. This implies that they
involve some other colleagues in the process. We consider involving other
colleague teachers in the testing process will reduce to a certain extent
subjective judgement and improve the reliability of the test results.
Question 16: Please, say why.
Among the 11 teachers who answered "Yes", two of them did not justify
their answer. Four said that they have no choice but they do not agree with the
existing system. Two said that: students feel at ease with their teachers when
being tested. Two said that they administer the examinations alone because they
know the students better .One of them said that each teacher is the only one to
know the level and the abilities of his students. Through the data collected from
this question, one may think that the arguments provided by teachers who do the
tests themselves are not scientific but rather subjective, because it is accepted
that the more raters we have in an examining board, the more reliable and
objective the test will be. The two other teachers who answered "No" said that
they invite other colleagues to take part in the examining board.
Section 4: Basic Considerations in Testing
Question: 17- Are the tests you conduct related to the topics you covered in the
'niirce?
Table 46: Teachers' Opinion about the Relationship of

Conducted Tests to Covered Courses
Options Number %
Yes 11 84.62
No 02 15.38
Total 13 100
Eleven teachers (84.62 %) out of the total of thirteen confirmed that the
tests they conduct are related to the topics they covered in the course, this may
imply that the learners are given more chance to express themselves in the target
language about familiar topics.
Table 47: Frequency of Relationship of Tests to Covered Topics

Frequency Number
Always 08 72,73
Sometimes 03 27,27
Rarely
Total 11 100
Among the 11 among eleven teachers who answered "Yes", eight of them
said that the tests they conduct are always related to the topics they have already
covered. We think this will offer good opportunities to the learners to communicate
in English.
Question 19: If "No", please, say why.
The two teachers who answered "No" to question 17, one of them did not
justify his answer and the other one said that his/her choice is justified by the fact
that he/she wants to encourage the students' reflexion and creativity.
Question 20: Do the results obtained from your tests reflect your students'
true level?
Table 48: Relationship of Test Results to Students' True Level
Options Number %
Yes 11 84.62
No 02 15.38
Total 13 100
Eleven informants (84.62%) said that the results obtained from their tests
do reflect their students' true level .This may ensure and encourage learners to
work harder and try for better results.
Question 21: If "yes", is it:

T a h l a A Q • F i r a n n a n r • v R a l a t i n n c h i r s n f T a c t R a c n i t c t n Q t n r l a n t c T r na t . aval
Frequency Number %
Always 08 72,73
Sometimes 03 27,27
Rarely
Total 11 100
Amongst those who answered "Yes" eight mentioned that the obtained
results always reflect their students' true level. This can be considered as positive
results because this will reduce students' anxiety and frustration.
Ouestion 22: If "No"_ do you give:
c-Other: Please, specify:

The two teachers who answered that the results obtained do not reflec their
students' true level argued that they do not only give a remedial work h try to
adopt another testing method.
Question 23: Are the test activities set at an appropriate level of difficulty?
All the informants confirmed that the test activities are set at an appropriate
level of difficulty.
Table 50: Frequency of Appropriateness of the Difficulty of the test

Activities
Frequency Number %
Always 06 46.15
Sometimes 07 53.85
Rarely
Total 13 100
Among the thirteen teachers who answered positively the question, six of
them said that the level of difficulty is always appropriate and seven mentioned that
it is sometimes. This may let us suggest that some teachers in charge of the
population of students under study need to reconsider their testing method.
Question 25: Does the test discriminate adequately between the performances of
candidates at different levels of attainment?
All the questioned teachers confirmed that the tests they deliver
discriminate adequately between the performances of their candidates at different
levels of attainment. This will give a chance to all students to practise
appropriately the foreign language.
Table 51: Frequency of Adequacy of Discrimination Between the

Performances of Candidates at Different Levels of Attainment
Frequency Number %
Always 05 38.46
Sometimes 08 61.54
Rarely
Total 13 100
Five teachers (38.46%) said that the tests always discriminate adequately
between the performances of candidates at different levels of attainment. Eight
of them (61.54%) recognized that it is sometimes that tests discriminate between
the performances of candidates. This may be due to the short of experience that
the teachers have in devising tests for measuring the oral proficiency of their
learners.
Question 27: Are the abilities being rewarded those which the activities are
designed to assess?
Table 52: Relationship between Rewarded Abilities and the

Activities Designed to Assess
Options Number ayo
Yes 11 84.62
No 02 15.38
Total 13 100 s
84.62% of the teachers answered positively, confirming that the abilities

being rewarded are those which the activities are designed to assess. This is a good
indication, in the sense that the learners are not trapped and misled while being
asked to perform in English.
Question 28: Does the marking scheme anticipate responses of a kind that
candidates are likely to make?
Table 53: Anticipation of Candidates' Responses by the

Marking Scheme
Options Number %
Yes 12 92.30
No 01 07.70
Total 13 100
We can notice that all teachers except one answered that the marking scheme
anticipates responses of a kind that candidates are likely to make. This will reduce
the element of subjectivity and award the learners true grades.
240
Question 29: Does the marking scheme indicate clearly the marks to be awarded
for different parts of a question or the relative weighting of criteria
that might be applicable?
Table 54: Clarity of Indication of the Marking Scheme in Relation to the

Marks to be Awarded for Different Parts of Question or the
Options Number %
Yes 09 69.24
No 04 30.76
Total 13 100
Nine teachers indicated that the marking scheme indicates clearly the marks
to be awarded for different parts of a question and the relative weighting of criteria
that might be applicable. We think that theoretically such results will improve the
quality of students' test results.
Question 30: Does the marking scheme allow for possible alternative answers?
Table 55: Possibility of Alternative Answers by the Marking

Scheme
Options Number %
Yes 11 84.62
No 02 15.38
Total 13 100
All teachers except two said that the marking scheme allows for possible alte
rnative answers. This is positive attitude because this will allow flexibility and
accepting the principle of achieving positive results differently.
Question 31: Does the marking scheme, by specifying performance criteria,

reduce as far as possible the element of subjective judgement that
the examiner has to exercise in evaluating candidates' answers?
Table 56: Subjective Judgement in the Marking Scheme

Options Number %
Yes 11 84.62
No 02 15.38
Total 13 100
A large majority of teachers (84. 62%) said that the marking scheme, by
specifying performance criteria, reduces as far as possible the element of
subjective judgement that the examiner has to exercise in evaluating candidates'
answers. This will allow us to obtain results that reflect the true level of the
students.
Question 32: Can the marking scheme be easily interpreted by a number of

different examiners in a way which will ensure that all mark to the
same standard?
Table 57: Easiness of Interpretation of the Marking Scheme

so as to Ensure Reliable Results.
Options Number %
Yes 11 84.62
No 02 15.38
Total 13 100
We can notice that the results obtained from question 31 and 32 are
similar in terms of percentage (84. 62%) for "Yes". Such information is
interesting in the sense that it obeys the norms of testing.
Question 33: Which language aspects do you test? Specify the order of import
ance (1 for the most important one to 5 the least important one.)
Table 58: Order of Language Aspects Tested
Language Aspects Tested Number 0/0
1 Meaning 06 46.15
2 Grammar 03 23.07
3 Pronunciation 02 15.38
4 Stress and intonation 01 07.70
5 Fluency 01 07.70
Total 13 100
One can notice that 46.16 % of the teachers concentrate on the meaning
aspect while testing their learners. Our opinion is that all aspects must be taken into
consideration when testing the oral proficiency, but specific attention to any aspect
of the language will depend on the objective of the test.
Question 34: Do you evaluate non linguistic features, such as attitude,

gestures, way of dressing?
Table 59: Evaluation of Non linguistic Features
Options Number %
Yes 06 46.16
No 07 53.84
Total 13 100
We have found out that 53.84% of the questioned teachers do not evaluate
non linguistic features, such as attitude, gestures, and way of dressing. We think
that raters should take into consideration at least to a certain extent these
paralinguistic features while measuring the oral proficiency.
Tahle 60: Frennencv of Measuring nnn linguistic Features
Frequency Number %
Always 01 16,67
Sometimes 02 33,33
Rarely 03 50,00
Total 06 100
We can find out that among the six teachers who answered "yes" to
question 34, three of them (50%) said that it is rarely that they take into
consideration the non linguistic features in their evaluation. We believe that one
can not deny totally the non linguistic features of learners, because they can be a
good indicator to diagnose the students' abilities.
Question 36: If "No", please, explain why.
Three teachers out of the seven said that only speaking is supposed to be
examined. Three others said that they do not believe that such features are import
ant. One said that students are old and wise enough and free to dress.
Section 6: Oral Tests
Question 37: Which testing techniques do you use to evaluate your students'
oral proficiency?
Table 61: Techniques Used to Evaluate Students' oral Proficiency.
The results from question 37 indicate that 61.53% of the teachers use the
technique of oral interview in testing and developing their students' oral
proficiency. The choice of this technique by the majority of the teachers may be
explained by the fact that conducting an interview does not require much
preparation and investment. We note that each teacher has opted for one single
testing technique.
All teachers of the oral expression have said that they have already heard of
Self- Assessment. We find the answer interesting because it goes with the writers'
objective to introduce this new vision of assessment.
Question 39: If "Yes", do you think your students are able to evaluate
themselves?
Eleven teachers (84, 61%) believe that their students can assess
themselves. Only two showed their pessimism for such assessment. We believe
that once they experience this new alternative of assessment, they will no doubt
discover another positive way of doing things differently.

The explanations provided by the teachers who think that their students
can not assess themselves are that their students need preparation, an argument
that we do share because our learners really need special training for such
assessment. They have also said that their students do not have the required
capacities so as to be involved in such responsibilities. As for those who
answered "Yes", ten of them said that this type of assessment will develop in the
learners the sense of criticism, self-reliance and autonomy; one of them did not
provide any answer.
Question 41: Do you give opportunities to your students to evaluate their

oral proficiency?
Only a small percentage (23, 07%) of teachers give opportunities to their
students to evaluate their oral proficiency. This is probably due to the fact that the
teachers themselves have not been trained and prepared for such new
responsibilities. Here, we notice a contradiction with the answer to Q 39, where 84.
62% of the teachers said that their students can self-assess but we realize that the
learners are not given this opportunity.
Question: 42 If "Yes", is it through:
Two teachers said that students usually assess their peers-home or

classroom work. One said that it is through assessing their peers-home or
classroom work, provided with a model of the corrected work.
Question: 43 Have you ever realized that the tests you administer to your
students should take another form?
Table 64: Possibility of the Administered Tests to Take

another Form
From the collected answers we have found that 62% of the questioned
teachers believe that the tests they conduct should take another form. We think
that this opinion consolidates the writers' objective to introduce and propose "
the Portfolio" as an alternative way of assessment.
Question: 44 If "Yes", which ones?
We have noticed that all the respondents to this question said that Group
work, Filling the Gaps and Multiple Choice Questions should take another form.
Question: 45-What form should they take instead?

The eight teachers who said that they realize the tests they administer
should take another form have proposed students' self-assessment and
independent guided research projects.
Section 7: Teachers' Suggestions
Question 46: Would you please add any suggestion or recommendation?

The suggestions and recommendations of the teachers of the oral
expression are:
All of them admitted that they often encounter some difficulties, not only in
developing the Oral Proficiency of their learners, but in adopting the adequate
testing techniques to measure the ability to communicate in the target language.
They justified their difficulties by the fact that they lack good experience and
efficient training. However, they have expressed a strong wish if they can have a
specialized intensive training so as to overcome all the faced difficulties.
Nine teachers said that their pedagogy and methodology of teaching and
testing will be improved considerably if there is a better coordination and
cooperation between the concerned teachers.
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Conclusion
The needs of first year LMD students do not vary much, because the great
majority of the informants, (more than 50 % see table: 8 and 9) expect their oral
testing sessions to become situations that will free them from nervousness and
hesitation. This new expected situation will enable them to perform and
communicate in English orally. They seem to be aware of the importance of
learning English. For this reason, we highlight the urgent need for the
implementation of the new LMD programme which will foster in our learners the
ability to use English appropriately and naturally during their period of study and
eventually during their job careers.
The teachers' questionnaire has shown that there is a strong need to train the
newly inexperienced recruited teachers for different credits they will be in charge.
We have also realized that there is an urgent need to set and consolidate habits of
working in collaboration with the totality of the teachers of the oral expression so
as to meet real needs of the students.
256
CHAPTER SEVEN
PORTFOLIO EVALUATION
Introduction 258
I- Developing a Portfolio 258
1-Direrctions to the Students 258
2- Students' Portfolios 262
II- Scoring Portfolios 288
1- Criteria of Portfolio Assessment 288
2- The Rating Scale 294
III-Evaluation of the Experiment 297
Conclusion 299
257
CHAPTER SEVEN
Portfolio Evaluation
Introduction
After the analysis of the students' and teachers' questionnaires, we have

realized that foreign language teachers in the Department of English use many
different types of assessments in their classrooms. In addition to multiple-choice
tests, teachers use, oral interviews, role-play, discussion, group-work, but no port
folio assessment. As a researcher, we have taken into consideration the students'
and the teachers' opinion as for the production, implementation and assessment
of students' portfolios. Since the portfolio is evidence to learners of their own
efforts, progress, and achievements, we believe that it is a suitable tool for self-
assessment. To evaluate students' progress and achievement using these
authentic assessments, teachers need an accurate rating system. Scoring rubrics,
which combine assessment criteria with a rating scale, can help make an
assessment reliable and valid
I-Developing a Portfolio
1- Directions to the Students
The oral proficiency of the population under study which is a sample of

29 L.M.D first year students (a group out of the 12 groups which makes a total
of 372 first year L.M.D students) has been evaluated through "a Portfolio".
The choice of this particular group was done on the only basis that the
researcher is their tutor. Right from the beginning, we went through different
steps introducing and familiarizing the learners with the idea of "a Portfolio",
explaining that it is a collected, organized, annotated body of work, produced
258
over time by the learner, which demonstrates progress towards specific
objectives. Their Portfolio work will represent their development as speakers
and language users over time. We also explained that the time they spend
developing their portfolios is not time lost to instruction and learning. It is
through portfolio development that students use the skills and knowledge that
are part of the curriculum. In this study we opted for a selective "Portfolio"
which is a selection of their work that best represent their progress in this course
as users of English.
Right at the beginning of the experiment and before conducting the test,
we explained very clearly to the students involved in the study that what they
need to do is to include artifacts in their portfolios that evidence their
development with respect to the study of English and their reflections on that
development. For example:
• the notes you have prepared for class discussion as you were listening to
an evening news,
• a description of a group work you have been involved in class;

• formal discussion or piece of writing;
• your reflections on the meaning of a particular chapter in a reading;
• a recording of you speaking English, reciting a poem;
• a newspaper article you have read about a topic related to English and
your reflections on it;
• a grammar exercise you have completed;

• the results of a (tutoring) session or a portfolio conference;
• an email exchange with a classmate in which you have discussed aspects
related to class or English;
• an example of notes you have taken in class in an English for Specific
Purposes (ESP) lecture;
259
• comments on any of the activities you have been involved in for the
Course Project;
• comments on corrections you have received from your tutor.

• various versions of the Course Project;
• a comparison between the first and final corrections you have made in
your portfolio or E-mails;
• presentation of a biography of an important figure.
The learners will realize that the contents of the portfolio are almost endless!
We specified to the students what, and how much, has to be included in

the portfolio. We offered possibilities to the students to include topics that
enable self-expression and independence. We did not miss to tell them that they
should not necessarily place their best work in their portfolios, but the work that
most clearly represents their development. We also explained that it is not
acceptable to simply put copies of assignments into their portfolios, and if they
did they will not receive a favourable evaluation. Rather, they were encouraged
to reflect on their work and comment on why they think particular artifacts
represent their development and progress. This means that for each sample of
their work that they place in their portfolio, they must also place an
accompanying piece in the portfolio that explains in detail how the first piece
represents their development.
We have also clarified to the students that comparison and reflexion are
crucial elements of a portfolio, and the need for clear and attractive presentation is
really recommended and appreciated. For example, they may choose to place the
first and second drafts of their first recording of a passage or a discussion in their
portfolio. Alongside these two artifacts they must place their reflections on their
development from the first version to the final version. They might include aspect
like giving concrete examples of how they began to introduce themselves
260
during a summer course in English speaking country, using different
expressions for introducing themselves, telling about an important scientific,
historical, artistic, political figure. They might also discuss content realizations
that they had in the course. We have proposed to the students, examples of the
types of aspects they might place in a portfolio, but the portfolio is not limited
to these artifacts and the principle of a portfolio is that they can place anything
of interest in there.
An important aspect of portfolio assessment is student/teacher conferences

(tutoring sessions).These sessions have been an integral part of portfolio
assessment right at the beginning of the semester. Graves (2000) explicates the
purpose of a conference by stating that during this time, the teacher elicits
information from the student rather than issuing directives about errors on work
included in the portfolio. Goal setting by the students is an important part of the
conferencing/tutoring process. Research and experience have shown that
students often set standards in conferences for evaluating themselves as learners
and for setting goals that are different from their teachers'. Many researchers,
among them Graves 2000 and Smith, 1989: suggest that conferences encourage
and teach students to reflect critically on their work. Reports from these same
researchers reveal the importance of conversation in the conferencing process.
They also suggest that both teachers and students are learners during the process.
Additionally, our experience has showed that student teacher conferences based
on reflection and self-assessment and the portfolio preparation, provide students
the opportunity to actively participate in their own learning and give teachers an
insight into the student as a learner.
261
2- Students' Portfolios
As already mentioned in this chapter, there were 29 first year LMD

students who were involved in the project of preparing an individual portfolio.
We admit that it was not an easy task for learners to produce evidence and self
assess, simply because reflection and self assessment do not come naturally to
people who have had no practice in it.
It is true that many students at first felt uncomfortable with the portfolio
conception and self-evaluation, thinking that it is the job of the teacher to
evaluate; some teachers (mostly those who are still in favour of the traditional
way of evaluation and others who do not want to have more pedagogical
responsibilities) were also reluctant at the beginning to this new vision of learning
and testing, evoking time constraints. But, as we were personally determined and
convinced that this alternative is a safe way for our students who are willing to
grow as active learners and set a path for future learning, we did not give up.
Instead, we provided them with the necessary Guidance, Support and
encouragement through tutoring sessions.
It is worth mentioning that the data compiled on individual students has

provided a clear picture of each student's development through the various work
samples and products collected. Through the produced and presented portfolios,
we have noticed the possibility to determine growth, areas of weakness, and areas
of strength. We have also been informed about the student's background,
interests, and goals through his / her portfolio, conversations, observations and
the tutoring sessions. In short, we became acquainted with the entire group
involved in this study. Thus, contrary to traditional testing, which typically
provides only a set of numbers, alternative assessment documents a story for
every student — what is the ultimate goal of evaluation if not to give us the
knowledge to be able to reflect on, discuss, and assist a student's journey
262
through the learning process? Alternative assessment gives us the power to do all
three.
So, this is how we managed to help the group of students under study to
demonstrate that they can be positive learners, by producing and self assessing a
motivating personal, work. We have selected three Portfolios produced by the
students with the guidance and under the supervision of their teachers. Through
these productions, we wanted to show how we can develop the learners'
autonomy of learning and self confidence. These sample Portfolios are presented
here; they reflect examples of a good Portfolio, an average portfolio and the port
folio which is characterized by some difficulties.
263
Outline
1- Introduction:
a- The origins of British English

b- The origins of American English
c- The influence of naive languages
2- The increase British English and American English have had on each
other 3-The differences :
The spelling differences

a- Short and long A
b- Stress differences
c- Possible confusions
d- Lexical differences
e- Grammatical differences
f- The Gotten /Got differences
4- Conclusion
265
1- Introduction :
a- The origins of British English:
Before the Anglo-Saxon invasion, the languages spoken by the natives

belonged to the Celtic family, introduced by people who came to the British
Isles around 1000 B.0 the Roman arrived in 43 B.0 and left the British Isles in
410 B.C. By the year 1425, English became widely used in England, in writing
and in speech.
At the end of the 18th century, English was not yet identical to the one used
today. Many words were spelled the same as the ones used now, but had different
meanings. Pronunciation and word stress were also held different from the way
they are in present day English.
b- The origins of American English:
American English has more native speakers than any other form of English.
It is a flexible ever-changing language. From the French and the Spanish, who at
one time also owned parts of North America, American English inherited a vast
vocabulary. Even today, new immigrants bring with them new languages and
new customs, and foreign words enter the language all the time.
c- The influence of the native languages:
When the first English speakers arrived in America, they met native
Americans who spoke many different languages and dialects. Although some
of these languages have died out, some words found their way into modern
266
American English. This is because of the early European trappers and traders
learned words from the natives, so they could do business with them. But even the
new languages influenced the native's one. The immigrants adopted the language
spoken in America in addition to their own; as a result, they developed a new
language, and created new words.
2- The increase that BrE/AmE have had on each other:
There is a considerable variation in the case of American and British English,

but here are no accurate estimates for the number of points of contrasts. Recent
decades have seen a major increase the two models have had on each other,
especially American English on British.
The influence of US films and television has led to a considerable passive
understanding of much American English vocabulary in Britain, and some of
this has turned into active use, especially among younger people. The reserve pa
ttern is less obvious, but British films and TV programmes are seen sufficiently
often in the USA to mean that a growth in awareness of UK vocabulary should
not be discounted.
The regional dialects surveys of both countries, several of which have only
recently begun to publish their findings, are bringing to light huge amounts of
lexical distinctiveness.
3- The differences :
a- The spelling differences :
In the American spelling, advertising has been responsible for some

unusual spellings. The idea of spelling words is not a new one. In the 1780s,
Noah Webster, the most famous of all American dictionary-makers supported
267
the idea of eliminating the letters that were not pronounced in a word. He has also
been in favour of changing the order of letters in words so that they matched the
pronunciation. Thus, his American speller is chiefly responsible for the spelling
differences in American and British English.
These spelling differences were noted as one of the main sources of
variation in the world press. Advertising has been responsible for some unusual
spellings. Several of them are productive, applying to large numbers of words such
as:
British English American English

Colour Color
Catalogue Catalog
Aeroplane Airplane
Cheque Check
Inflexion Inflection
Manoeuvre Maneuvre
B- Short and long A:
In England, one accent has traditionally stood out above all others in its
ability to convey association of respectable social standing and a good
educational. This `prestige' accent is known as Received Pronunciation, or RP
which has many words in `long a' that are pronounced with òpen a' in GE
which means General English. These are some examples:
Advance example overdraft

Aunt fasten pass
Basket France pastor
Castle grass plant
268
Disaster laugh sample
c- Stress differences:
There are many words whose stress varies between the two accents.
Some of them can be grouped into patterns, such as those ending in —ary / -ory (
ex: secretI, laboratQ),or —et ( ex: ballet, beret) , which attract stress on the final
syllable. Some of the words vary, depending on their sentence position, as in "
princess Ann is a princess" .
This is one of the areas where American influence on British English has been
particularly strong, and probably lot of words can be heard in the UK (United
Kingdom) these days with the American stress pattern, especially spoken by
younger people.
Received Pronunciation General American
Address Address
Advertisement Advertisement
Ballet Ballet
Cafe Cafe
Cigarette Cigarette
Controversy Controversy
d- Possible confusions:
The transcriptions use the same symbols in different ways, partly because of
different views about the best way to analyse the vowel system, and partly because
of the differences between British and American English.
269
• /a/ in the British systems does not appear as a separate phoneme. In F&R (
the system used by Victoria Fromkin and Robert Rodman) it is used in such
words as dog, reflecting more directly the way this vowel is articulated further
forward in the mouth. This is a major point of possible confusion for British —
trained students casually reading an American transcription, for they risk
interpreting /lag/ as log instead of log.
In addition, the same /a/ symbol is used by F&R in such words as father,
calm and car, again reflecting the typical sounds of these vowels in American
English, whereas he British systems use /a:/ - an important difference between the
two sound systems.
• /e/ in F&R refers to the vowel in such words as sue, whereas the British
systems show diphthongal nature of this sound as /ei/ or /eI/ .
Thus, /met/ refers to mate in F&R, but to met in Gimson in an introduction to the
pronunciation of English (A.0 Gimson is a British phonetician).
• /A/ in the British systems refers only to the vowel in such words as seen.
In F&R it is also used for the vowel in such words as bird.
• /o/ in F&R refers to the vowel in such words as so British students used to
a diphthongal transcription would there for be likely to interpret /kot/ as cot rather
than coat.
• /t/ in BrE as in water and often is pronounced wa?er and of?en in AmE,
since /r/ in AmE as in confront is pronounced in BrE conf?ont
e- Lexical differences:
In the lexical differences, the words used in BrE and AmE are different
lexically, but have the same meaning. These are some examples:
American English British English
270
Allowance Pocket money
Apartment building Block of flats
Baggage Luggage
Biscuit Scone
Bookstore Bookshop
Draft Conscription
Elevator Lift
Fall Autumn
Gasoline Petrol
Vacation Holiday
Lawyer Solicitor
Mail Post
Purse Hand bag
f- Grammatical differences:
There are relatively few grammatical differences between educated BrE

and AmE .A leading reference grammar notes regional trends affecting only
C250 points in morphology or syntax, with many of those affecting individuals
items (ex: irregular verbs), and very few being general points of syntactic
construction. (AmE examples precede BrE in the following paragraphs, for
grammatical terminology.
• In the verb phrase, AmE refers "have" to "have got" for possession (do
you have the time? Vs have you got the time?), answers also tend to vary ( I
don't Vs I haven't ).AmE prefers such forms as burned to burnt, and there are
some special past tense, forms AmE sometimes uses a simple past tense, where
BrE has a present perfect (I just ate Vs I've just eaten ), will won't is generally
found for shall / shan't.
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• There are several differences in propositions and adverbs, such as AmE
I'll go momentarily (Vs in a moment), real good (Vs really good)....
g- The Gotten/Got distinction:
Gotten is probably the most distinctive of all the AmE / BrE grammatical
differences but British people who try to use it often get it wrong. It is not
simply an alternative for have got. Gotten is used in such contexts as "they've
gotten a new boat (=obtain)", "they've gotten interested (=become)" and "he's
gotten off the chair (=moved)", but it is not use in the sense of possession (
have).
AmE does not allow "I've gotten", but "I've got" as in informal BrE.
The availability of gotten however mean that AmE can make such distinctions
as the following:
"They've got to leave" which means they must leave, since "they've gotten to
leave" means they've managed to leave.
4- Conclusion :
Despite the fact that, today, there are many differences between British and
American English, both of them are fascinating languages. It's really important to
learn English which is a world language and that becomes nowadays the chief
means of communication between nations.
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• There are several differences in propositions and adverbs, such as AmE
I'll go momentarily (Vs in a moment), real good (Vs really good)....
g- The Gotten/Got distinction:
Gotten is probably the most distinctive of all the AmE / BrE grammatical
differences but British people who try to use it often get it wrong. It is not
simply an alternative for have got. Gotten is used in such contexts as "they've
gotten a new boat (=obtain)", "they've gotten interested (=become)" and "he's
gotten off the chair (=moved)", but it is not use in the sense of possession (have)
.
AmE does not allow "I've gotten", but "I've got" as in informal BrE.
The availability of gotten however mean that AmE can make such distinctions
as the following:
"They've got to leave" which means they must leave, since "they've gotten to
leave" means they've managed to leave.
4- Conclusion :
Despite the fact that, today, there are many differences between British and
American English, both of them are fascinating languages. It's really important to
learn English which is a world language and that becomes nowadays the chief
means of communication between nations.
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Content
The Biography of Princess Diana:
1) Childhood and Teenage years

2) Marriage and Family
3) Public Role
4) Death
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Childhood and Teenage Years:
BIRTH NAME: Diana Frances Spencer was born July 1, 1961 (Sun in Can
cer, Moon in Aquarius), at Sandringham, Norfolk, England. Diana was born at
Park House, the home that her parents rented on the estate of Queen
Elizabeth II and where her childhood playmates were the Queen's younger
sons: Andrew and Edward. She was the youngest of the three daughters of
Edward John Spencer and Frances Ruth Burke Roche, who were later
divorced (1969).
HER EDUCATION: From 1966 until 1974; Riddles worth Hall Prep
School, Norfolk; 1974-77; West Heath near Sevenoaks, Kent; 1977-78;
finishing school at the Institute Alpin Videmanette in Rougemont,
Switzerland, where she perfected the French language and became a
competent skier. In 1979, upon returning to London, she lived with three
female friends in a rented apartment at Coleherne Court in South
Kensington. For a while she looked after the child of an American couple.
She then worked as a kindergarten teacher at the Young England School in
Pimlico, London.
Marriage and Family:
Her friendship with Charles, the Prince of Wales, first in line to the Bri
tish throne, grew in 1980, and on the 24th day of February 1981 it was
announced that Lady Diana Spencer was to marry the Prince of Wales. She was
the first Englishwoman to marry an heir to the throne in over 300 years. They
were married on July 29, 1981, at St Paul's Cathedral, London. Watched by 750
million people worldwide on television. She had two sons; Prince William,
born on June 21, 1982 and Prince Henry (Harry) on September 15, 1984, both
at St Mary's Hospital, Paddington, and London.
Eleven years after her marriage and after many reports and accusations
concerning marital infidelity and emotional alienation between the two, the
couple were officially separated on December 9, 1992, and remained a great
deal detached from each other ever since. In November 95, Diana admitted
having a love affair with her riding coach James Hewitt (who wrote a book
about the affair). On February 28th, 1996, the Princess announced her readiness
to officially divorce Charles. In November 1995, the Princess gives a television
interview during which she spoke of her unhappiness in her personal life. The p
rince and princess were divorced on 28 August 1998.
Public Role:
After her marriage, the princes of Wales quickly became involved in the
official duties of royal family. Her first tour with the Prince of Wales was a
three days visit to Wales in October 1981. In 1983 she accompanied the prince
on a tour of Australia and New Zealand, and they took the infant prince William
With them. Prince William with Prince Harry Again joined the Prince and
princess of Wales at the end of their tour to Italy in 1985. Other official over
seas Visits undertaken With Prince include Australia, Brazil, India, Canada,
Nigeria, Cameroon, Indonesia, Spain, Italy, France, Portugal and Japan.
2.2-A Continuing Debate
In spite of this accumulated evidence, broadcasters and scientists

continue to debate the link between the viewing TV violence and children's
aggressive behaviour. Some broadcasters believe that there is not enough
evidence to prove that TV violence is harmful. But scientists who have studies
this issue say that there is a link between TV violence and aggression, and in
1992, the American psychological association's task force on television and
society published a report that confirms this view. The report, entitled big
world, small screen: the role of television in American Society shows that the
harmful effects of TV violence de exist.
3-What parents can do
While most scientists are convinced that children can learn aggressive
behaviour from television, they also point out that parents have tremendous
power to moderate that influence. Because there is a great deal of violence in
both and children's programming, just limiting the number of hours children
watch television will probably reduce the amount of aggression they see.
In addition:
Parents should watch at least episode of the programs their children

watch. That way they'll know what their children are watching and be able to talk
about it with them. When they see a violent incident, parents can discuss with
their child what caused the character to act in a violent way. They should also
point out that this kind of behaviour is not characteristic, not the way adults
usually solve their problems. They can ask their children to talk about other
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ways the character could have reacted, or other non-violent solutions to the
character's problem.
Parents can outright ban any programs that they find too offensive. They can
also restrict their children's viewing to shows that they feel are more beneficial,
such as documentaries, educational shows and so on.
Parents can limit the amount of time children spend watching television, and
encourage children to spend their time on sports, hobbies, or with friends; parents
and kids can even draw up a list of other enjoyable activities to do instead of
watching TV.
Parents can encourage their children to watch programs that demonstrate
helping, caring and cooperation. Studies show that these types of programs can
influence children to become more kind and considerate.
287
As we have already mentioned earlier, the three sample portfolios we have
included in this research are students' own productions accomplished with the
guidance and under the supervision of their tutors.
The first Portfolio deals with the Differences between British and
American English, including its origins and the different influences English has
undergone. The Oral presentation was considered of a good standard and the
topic judged very interesting because it is related to some of the credits taught to
first year LMD students (Linguistics and phonetics).
The second Portfolio is related to the Biography of the Lady Diana,

Princess of Wales, including her education, marriage, her pubic role and her
tragic death. The board of examiners and the researcher considered the content
of the portfolio very interesting (illustrating a moment of British history) and
the oral presentation was evaluated "average"
Sample portfolio three is an illustration of the effects of seeing violence

on television. The data collected by the students emphasises particularly, the
aggressive attitude of children and teenagers who, watch such programs. The
board of examiners admitted that the topic is interesting, but the learner has
shown some serious difficulties in the Oral presentation. (Very frequent
hesitations in speech, frequent and serious grammatical and word order
mistakes, and poor vocabulary and word choice.
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II-Scoring the Portfolios
1- Criteria of Portfolio Assessment
At the end of the experiment, there was a need to evaluate the portfolios in
their entirety. We have noticed that evaluating and grading an organized
collection of student work, self-assessments, and reflections can be a complex
process, and at a certain time we felt that this is one of the most challenging and
difficult tasks in the portfolio process, because the Subjectivity of judgements on
our part as raters is often cited as a concern in this type of assessment (Bateson,
1994).
To reduce subjectivity and succeed in the task of evaluating portfolios,

we realized the need to prepare an organized system of assessment and monitor
students' portfolios. Evaluating the portfolio as a whole takes careful planning.
One of these steps is setting a clear purpose. We determined who will evaluate
the portfolios and how they will be evaluated. We also specified how the port
folio will be assessed. We have even acquainted the students with the scoring
guides/rating scales that will be used before.
In addition to setting the purpose, we adopted a rubric to bring structure

and reliability to the evaluation. This rubric combines the criteria on which the
portfolios will be assessed with a rating scale. The criteria are clear and
measurable statements of what the learner should be able to do or what he/she
should show in the portfolio. For instance, to document progress in
communicating in the target language, the criteria might be:
• communicates information about a variety of topics through clear,

organized, and well-developed oral presentations;
• Uses appropriate and varied vocabulary;

• Uses learned grammar structures accurately;
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• Uses a process communicating approach.
In order to use a portfolio as self-assessment for evaluation purposes, we believe

that questions to guide the self-assessment must be provided. Sample questions
could include the following:
• To what extent did you achieve your goals in learning since you have
been involved in the production of your portfolio?
• To what extent did you improve your speaking and methodology? List some
of the problems you faced while speaking and how you solved those
problems.
• To what extent has your knowledge of vocabulary improved? List the new
words you have learnt from your portfolio.
• To what extent has your confidence in using English improved?
By referring to their portfolios in answering these questions, learners have

concrete evidence of their performance and are not forced to rely on their intuition
and possible bias about their performance or ability.
In order to help the students to self —assess their productions, we have

proposed some assessment scales that can be used in the context of listening,
speaking and some rubrics for measuring learners' portfolio presentation. We
believe that the suggested scales will be useful for the teachers in charge of
LMD students and others who are willing to be involved in this type of
assessment.
290
Table 65: Student Self-Assessment of listening and Speaking
Student. ................................................................................
Date............................................................................................................
Group........................................
How would you rate yourself as a listener and speaker of English? Rate yourself from
1 (a beginner) to 5 (an expert).
My Rating Beginner Intermediate Expert

1 2 3 4 5
COMPREHENSION
(understanding when people speak)
• Outside of class
• In class •
FLUENCY
(Speaking smoothly without hesitating)
• In class ,
VOCABULARY
(understanding and using specific words)
• I n c l a s s
PRONUNCIATION
(saying the words clearly)
• In class
GRAMMAR
(using the rules of the language)
■ In class
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Table 66: Proficiency Guidelines: A Self-Assessment of Speaking
Student...........................
Date.........................................................................................
Group • ................................................
Think about how you use language; decide how well you can do what is asked
in the target language. Tick the appropriate column
When SPEAKING, Not so well Ok Quite well Really well

I can :
Ask questions
Answer questions
Introduce myself
Make a request
Talk a bout myself
Talk a bout my family
Apologize when I do something wrong
Complain when something is not right
Tell a story
Describe something
Tell the facts about an event
Discuss something of personal or public interest
Support someone's opinions
Explain in detail
Express what could happen
Participate in formal conversations
Discuss school subjects ,LMD system
292
Table 67: Rubric for measuring students' Oral proficiency
Student..................................................................................................
Date•...............
Group.................................................................................................
SPEAKING
Level Functions Forms

Novice ■ Expresses basic courtesies • Uses some basic vocabulary such as
• Handles elementary needs objects, places, and family terms
• Asks simple questions • Produces isolated words, phrases, or
• Makes statements short sentences
• Shows some signs of spontaneity
• Has frequent errors
Intermediate • Handles limited interactive, task • Uses vocabulary to express the
oriented, and social situations most elementary needs
• Talks simply about self and family • Combines and recombines elements
members with some connected discourse
• Participates in short conversations • Hesitates and pauses, causing strained
about personal history and leisure- fluency
time activities • Pronounces often with first language
• Asks and answers questions influence
• Communicates meaning
in conversations
Advanced • Narrates and describes with ■ Generally shows fluency and ease of
connected discourse speech
• Satisfies requirements of everyday • Links sentences together smoothly
situations and school routines • Uses vocabulary to communicate finer
• Elaborates, complains, apologizes shades of meaning
• Discusses topics of personal and
current interest
• Uses communicative strategies
such as paraphrasing
Superior • Participates in informal and formal • Produces some sporadic errors but
conversations on practical, social, no patterns of errors, are evident
academic, and abstract topics • Uses technical, low-frequency
• Support opinions and hypothesizes vocabulary
using native-like strategies
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Table 68: Rubric for Assessing Portfolio Oral Presentation
VOCABULARY
APPROPRIATENESS FLUENCY OF GRAMMAR AND AND WORD
OF LANGUAGE SPEECH WORD ORDER CHOICE
5-extremely appropriate 5-like a native 5-no mistakes 5-appropriate for
4-appropriate speaker 4-occasional but situation and level
3-adequate 4-very smooth unimportant 4-very good
2- inadequate 3-some hesitations 3-occasional;more 3-adequate
1-inappropriate 2-frequent serious 2-poor
hesitations 2-frequent and 1-insufficient for
1-choppy serious situation, etc
1-meaning obscured
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2-The Rating Scale
The rating scale measures the extent to which the learner has met the criteria
by using descriptors such as rarely/sometimes/often/always or yes/no. We have
chosen the rating scale based on the type of criteria and the method of grading. For
example, when we wanted to qualify students' progress in writing their portfolios,
we have decided to choose a rating scale with descriptors such as no
improvement/some improvement/significant improvement. Before the assessment
period begins, we have developed and discussed the scoring rubric and have shared
it with the students. We have modified the rubrics according to changes in
instruction during the experience. At the end of the experience, we have used the
final version of the rubric to evaluate the portfolios.
The rubric provides structure for the evaluation and strengthens the
accuracy of the assessment; however, during the assessment of the portfolios we
tried to monitor the contents of the portfolios to ensure reliable scoring. For
instance, since we were evaluating portfolios for evidence of progress, we tried
to make it sure that students' samples are the same genre and same degree of
difficulty in order to compare format, vocabulary, and grammar. The samples
were written under similar conditions.
To prepare for the final evaluation, we felt the need to decide how to
grade the portfolios. This task has presented a specific challenge to us as
teachers first, because it is recognized that testing Oral proficiency has an
intrinsically subjective nature; achieving reliability in speaking tests is to some
extent difficult (Alderson, Clapham & Wall, 1995; Brown & Hudson, 2002;
Carroll & Hall, 1985; Hughes, 1989; Weir, 1990). The problematic nature of
reliability in oral assessment may stem from inconsistencies among raters; yet,
we were convinced that using more than one rater will definitely contribute to
the reliability of oral ability testing. To ensure the reliability of oral assessment,
295
we agreed that two or more raters as suggested by (Bachman & Palmer, 1996;
Berkoff, 1985; Brown & Hudson, 2002; Genesee & Upshur, 1996; Henning,
1987; Hughes, 1989; Madsen& Jones, 1981; Norris, Brown, Hudson, &
Yoshioka, 1998; Underhill, 1987; Weir, 1990) assess the same student
performances and combine the grades they assigned to the same student.
Second, the rating scales used for assessing oral performance have
presented some difficulties related to the number and clarity of the categories in
the scale. As Davies et al. (1999: 53) explain, a rating scale is a framework that
serves as a "scale for the description of language proficiency consisting of a
series of constructed levels against which a language learner's performance is
judged". In order to minimize the possibility of different interpretations of scale
descriptors by different raters (Alderson et al., 1995), language categories have
been clearly defined. Moreover, the categories included in a rating scale and the
different weightings awarded to different categories depend on categories which
are regarded as relatively more important than the others according to a
particular language program (Brown, 1996; Carroll & Hall, 1985; Hughes, 1989;
Underhill, 1987). In assessing oral performance, establishing a clear assessment
procedure and using explicit criteria were really essential to increase reliability (
Hughes, 1989; Underhill, 1987; Weir, 1995).
Third, components of oral ability itself are not defined clearly (Hughes,
2002; Madsen, 1983), which leads to problems in choosing components to
measure and using the test to provide feedback to students. When designing oral
assessment tasks, we have realized that it is essential that each speaking test
should have a clear purpose (Alderson et al., 1995; Bachman & Palmer, 1996; J.
D. Brown, 1995; Carroll & Hall, 1985; Cohen, 1994, 2001; Graves, 2000;
Hughes, 1989; Weir, 1995); therefore, the nature of the assessment criteria to be
used depends on the purpose of a test. Among the general purposes of
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assessment, such as assessing progress, proficiency, and achievement, three
common assessment purposes in speaking tests are important in this study,
namely, distinguishing among strong and weak students, giving instructors
feedback on the effectiveness of their instruction, and giving students feedback
on their learning process. Brown (1995) asserts that tests whose contents are the
main language focus in language classes let raters receive feedback on
effectiveness of their instruction and give their students feedback on their
learning process. Thus, raters are likely to find rating scale categories whose
objectives are taught in their classes more assessable and, therefore, more import
ant than those whose objectives do not reflect course content. We have also
noticed that the assessment of oral ability can be negatively affected by the
discrepancy between test content and instruction. That is to say, instruction and
tests should be in harmony with each other; assessment criteria should be
incorporated into the syllabus and considered in lesson planning procedures (
Hughes, 2002; O'Malley & Valdez Pierce, 1996).
How do we assign a single score to a collection of a student' work that

focuses on growth and development? Our experience has shown that grading port
folios is beneficial because it encourages students to take them seriously and to
complete the assignment. On the other hand, assigning a single score to the port
folios may reduce their effectiveness in capturing progress over time.
Deciding how to grade the portfolios depends on the teacher's purpose for
using them. It also depends on the teacher's personal philosophy and on the
learning environment. For example, in this research, through the presentation of po
rtfolios, we assess quality of performance and progress in speaking. We have also
graded the portfolios for organization and adherence to guidelines to ensure that
students complete the assignment. Thus, the individual teacher with the
collaboration of the colleagues has to determine the best approach to grading based
on the teaching environment and on the objectives.
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III-Evaluation of the Experiment
After the first couple weeks of experimenting on the portfolio, we realized

that if we spent five minutes reflecting on the twenty nine portfolios each week,
it added up to more than two hours per week for the class under study. We
decided to stay with it and two aspects stuck in our mind. First, after two
sessions of looking at the portfolios, which in the beginning included self-
assessments, goal-setting, strategies information, and some diagnostic work, we
felt as though we had gained more insight into these students than after a whole
first semester of instruction without portfolios. We truly understood the concept
of individualized instruction and saw how different students' needs were. We
also felt that a strong bond of trust has been established between the students
and ourselves. We were amazed at how willing students were to open up, that
they did want someone to understand them and understand how they learned.
Secondly, we realized that we could not pore over their portfolios every week.
We looked at them in-depth on a monthly basis and put more responsibility on
the students through self-and peer-reflections. It became easier over time-
everyone got used to the routine. The portfolios also caused us to become
purposeful and organized in our instruction, and this saved us time day-to-day.
We cannot say that portfolios take less time than traditional paper and pencil
scanned tests, but after seeing the benefits, we strongly believe that they can
definitely serve as an alternative assessment.
An important part of portfolio evaluation is reflecting on the assessment

process at the end of each semester. After evaluating the portfolios in their
entirety, we have reviewed the evaluation procedure for validity and reliability.
This was done by asking ourselves and finding out if the portfolios served the
assessment goal, and if the evaluations were accurate and consistent. For
example, if the teacher's and students' fixed objective was not met, then we
need to determine why this is so. Perhaps, there were not sufficient samples of
298
student work to measure progress; or maybe the rubric was not accurate enough,
and the teacher became subjective in scoring the portfolio. The teacher will want
to identify the weakness in the assessment and/or the instruction and remedy it
for the next time.
Finally, we can say that evaluating foreign language portfolios is a

challenging task with many issues to consider. To succeed, we should set up an
organized system of assessment by determining a purpose, creating a scoring
rubric, and deciding how to grade the portfolios. Throughout the semester and
with the good will of the teachers and the motivated students, we have updated
the rubric as needed and monitored students' portfolios for appropriate work. As
the end of the experiment approached, it was important to be sure to set aside
enough time for the evaluation activity. After the final evaluations, we took time to
review and revise our assessment plan. With preparation, the process has gone
smoothly, and the assessment has contributed to students' learning.
We have suggested to the students to rate their current abilities using a

rubric appropriate to the task performed (for example, descriptors, such as
beginner, intermediate, expert or when I speak I can perform such and such
activity with some ease or difficulty).Our students then have known the criteria
with which they will assess themselves. For example, if the student is to
evaluate how well he/she did in a unit on communication of biographical
information, he/she needs to know that the goals to be met were being able to 1)
give oral information on his/her own family members, 2) asking questions
about someone else's family, 3) understanding a written description of a family.
The student can then use a rubric (for example, I can do this, I can not do this) to
assess his/ her ability to perform each of these tasks. Self-evaluation of a task can
also be more detailed. For example, a student evaluating how well he/she is able to
talk about her family can use criteria such as 1) speaking fluently with
299
few pauses, 2) using a wide variety of words personalized to his/ her family, and 3)
using correct adjective/noun agreement.
Through our experimentation and while comparing the teachers' scoring

of the portfolios and the students' self-assessment of their presentation, we
reported a high correlation between self- evaluation and teachers' grading.
Right at the beginning, we were somehow worried about the students who will
be biased in their own favour while self assessing and consequently running
the risk to distort the results. We rather noticed during the interview that some
of the good students tended to under estimate the quality of their oral
proficiency and, this is probably due to their awareness of what remains to be
learnt .Whereas, we noticed a few cases among less good ones who ventured to
overestimate their oral proficiency; this bias can be explained by the fact that
these learners ignore their limitations and all the language violations they
commit while performing.
Conclusion
This chapter is the result of the keen interest shown by the writer to
introduce and implement in our educational system a new vision of learning and
evaluating through a Portfolio. We understood that in order to optimize the results
of our research, no element should be neglected. However, the necessary
directions, suggestions and the scoring rubrics are provided to succeed in
developing and scoring a portfolio. This new alternative of doing will free all
pedagogical actors from the traditional and the daily routine, which hinders
progress along the learning process.
300
CHAPTER EIGHT
RECOMMENDATIONS
Introduction 301
I- Designing a Portfolio 301
II- Answers to Teachers' Concerns about Portfolio Assessment 304
III- Answers to Students' Concerns about the Oral Tests 309
IV- Advice and Action Plan for Students 314
V- Advice to Teachers 316
Conclusion 318
300
CHAPTER EIGHT
RECOMMENDATIONS
Introduction
A significant amount of experimentation in new or refined methods of

performance assessment is in progress. Much of the effort focuses on
authenticity or realism of the assessments (tests), the standards against which to
measure student performance, procedures for rating or scoring the new
assessments, and training of educators in how to use and score them.
As already mentioned in Chapter 5, a portfolio might contain a number of

performance tasks or assessments of those tasks. In many cases, performance
tasks require construction, creation, description (written or oral), or other formats
for task completion that lend themselves to portfolio inclusion. Often,
performance tasks are quite structured in time and space.
I- Designing a Portfolio
In the elaboration of a portfolio, we suggest the following questions can form

the skeleton of portfolio design. Designers may wish to add others that address
uniqueness in their students or settings.
• What instructional goals, objectives, and outcomes do we want to

measure?
• Which ones (goals/objectives/outcomes) are not now being assessed
adequately by other means?
301
Concerning the answer to this question teachers need to know that we do not
reinvent the wheel. If current assessment methods are adequate, why switch?
• How portfolio entries and their analysis are used to assess individual
student progress over time and compare student accomplishment taking into
account individual differences?
• What evidence of progress and/or accomplishment will be required? What

evidence of progress/accomplishment will be allowed? Here, the question
addresses the need for a consistent base of information from students and
addresses issues of individual differences such as creativity, best effort, learning
styles.
• Who will select entries? Why? We have to note that in some cases,
teachers select all entries. In others, students build their portfolios within
specific guidelines. Several researchers and developers recommend that both pa
rties be contributors.
• What types of evidence can/will be accommodated in the portfolio? Why?
This question was addressed in chapter five where it was stated that the type of port
folio, its storage and retrieval system, the area(s) of content involved in the
assessment and the characteristics of the students have to be considered.
Underlying the questions above are a number of philosophical and

measurement issues that need to be discussed and some agreement reached by
the professionals in a program, before portfolio utilization is undertaken.
Perhaps, the discussion is best facilitated by development of propositional
statements such as those below which are offered for debate. They are a
compilation of many of the premises found in the current literature on student po
rtfolios.
302
• Portfolios can best be used to assess a student's ability to produce, perceive
and reflect.
• Portfolio entries should be selected by both students and teachers by mutual
agreement. Both parties have a stake in the teaching/learning process.
• In program assessment, portfolios provide insight into process as well as
products and outcomes.
• Portfolios are best used to assess student development over time rather than
to assess comparative accomplishments of students.
• Portfolios do little to accommodate learning styles unless students are
encouraged to produce and submit diverse types of materials and products.
• Portfolio development and cooperative learning activities go hand-inhand, (
The two can be easily related).
• If student reflection is desired, both self-critiques and teacher critiques of
entries are required; so that teachers and students can compare them.
• Evaluation of portfolio contents requires at least two levels of organization:
categorical organization of raw data/evidence and summaries or syntheses of
available data.
• To score a portfolio, we must include at least two raters so as to reduce the
risk of subjective judgement.
We have to remember that unfamiliar ways of teaching and assessment are

potentially threatening and confusing to students. It is important to present the
portfolio guidelines clearly, and to go over the guidelines periodically. Although
all the guidelines - goals, content, timetable, etc. should be presented to the
students orally so that they can discuss the procedure and ask questions, there
should also be written guidelines to back-up the points discussed and for
reference while preparing the portfolio. It is helpful to prepare these guidelines
in a question-and-answer form
303
At the beginning, it is important to follow certain recommendations:
• We need to start small, by choosing one class and the objectives of the port
folio. We have to work out the portfolio process with the first class, and then add
another class the next semester or the following year. Experience has shown that
teachers are more likely to experience success if the portfolio system is
manageable. Success the first time will give teachers the confidence to continue and
expand in the future.
• We have to get students involved and made responsible for their learning.
There is no need to do things for them that they can do themselves. Let students
participate in selecting and organizing materials. Involvement leads to a sense of
responsibility, a valuable trait for any student to have.
• We advocate the participation of teachers who are not involved in port
folio projects to take part. We should recruit and train native speakers of the
language in the school to help. The native speakers gain professional
interpersonal communication experience, and students increase exposure to
authentic language.
• Students are required to work on their portfolios outside of class and asked
to make comments on their work. However, in any case, we have to be sure to
periodically review the portfolios in class for the sake of accountability.
II-Answers to Teachers' Concerns about Portfolio Assessment
We met with all the teachers of the department, and we came out with a
number of questions to which we tried to provide some answers.
304
1. Q: I like the idea of portfolio assessment but isn't it a lot more work?
A: Indeed, it is hard work, but we are sure that spent efforts will be well
rewarded by your students' increased motivation and involvement in their
learning, and, in many cases, by improved achievement. The challenge of port
folio assessment lies not so much in the amount of work as in the organisation of
the whole endeavour. Effective portfolio assessment requires planning in
advance and keeping records; these will quickly become a habit and result in
more efficient, professional work.
This work offers suggestions to help you plan and implement portfolio
assessment systematically In addition, teamwork will greatly reduce the burden
on you. Do not over-extend yourself at the beginning: limit the scope of your
first portfolio project to allow enough time for essential features of the process,
such as tutoring and practice in reflection. Use portfolio assessment for a
semester in one of your classes or require a limited number of entries before
deciding how to go on. We should not forget, checking tests is laborious too,
while the portfolios will save you some of that work.
2. Q: I am used to assessing my students totally on my own. With portfolio

assessment, I see that the assessment process also includes students'
evaluation of themselves and each other. How reliable are my students'
evaluations?
A: It is true that students' self- and peer-assessments may not be very reliable at
first - that is why training in this vital life-skill is very important. With time and
practice, and especially given clear assessment criteria and individual guidance,
students will learn to become better evaluators of their work. The main benefit of
students' assessments will be in deepening their understanding of their own
learning in order to improve their achievements. It is important to train students
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in these skills and also to assess them, but we have to be careful not to make them
into a significant component of the students' grades too soon.
3. Q: Is it fair to make everyone take part in portfolio assessment, especially

when we are teaching a heterogeneous class?
A: We think that Portfolios are the ideal assessment tool for the heterogeneous
class; for they are open-ended tools that help the teacher draw a profile of each
student's strengths and weaknesses and monitor their progress. The strongest
individuals are challenged to surpass their own achievements, while those
having difficulty are invited to demonstrate what they can do and show the effo
rts they make to improve. No two portfolios are alike, since each one is a direct
expression of a particular student.
4. Q: In portfolio assessment students are given credit for effort and

improvement. Won't that unrealistically inflate the grades of these weak
students who try hard?
A: Indeed, one of the strengths of portfolio assessment is that it enables

students to be rewarded for efforts and progress, which traditional tests cannot
do. However, this does not mean that a student who invests a lot of effort but
performs poorly will get a high grade, since investment will be only one of the
criteria for assessing the various tasks. These tasks will be assessed mainly on
criteria relevant to their performance (for example, by rating scales). Weaker
students know that they will always get credit for improvement, while
remaining aware of the standards they are aiming for in the long run.
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5. Q: How will portfolio assessment affect what I do in the classroom?
A: While tests are very different from activities in class, and thus may affect
students' performance on language tasks, portfolio assessment helps you assess
what students can actually do under normal conditions. In this way, your teaching
can proceed as usual, though many of the activities students do in class will find
their way into the portfolio, after undergoing revision. However, we will need to
devote class time to such worthwhile activities as developing students' awareness
of their own learning and improving their revision skills, in the context of
whatever teaching content we have chosen.
6. Q: How do I know if I am doing a good job and that my students are

progressing?
A: You will see progress from a first draft to a revised version, and from
comparing the level of earlier pieces of work to later ones. Moreover, your
students will show you evidence, in their comment cards, cover letters and the
tutoring sessions we conduct with them, of the progress they are making, in a
way that will give us much satisfaction.
7. Q: How will we find time for student-teacher conferences?
A: Try to integrate short talks with individual students into your working
routine. It is impossible if you work only frontally, but is more feasible if you
frequently activate the students individually and in pairs or groups for part of the
lesson or during their free time to have "learning conversations.
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8. Q: Must we correct all the items in each portfolio?
A: If we mean correcting all the mistakes, then the answer is a definite NO. Each
assignment has its specific goals, and accuracy (i.e. speaking/writing without
mistakes) may not be one of them, as in book tasks or writing journal entries. In
such cases, assessment may focus on whether the task was completed and on
criteria such as the student's investment or the insight shown in their response. In
cases where accuracy is a goal, there are several possibilities:
a. selective checking by the teacher (comments which guide the student towards
improving specific aspects of the piece of work or correcting one type of
mistake). As well as cutting down on the teacher's time spent checking, this is
more effective than bombarding the student with comments on many types of
mistakes at the same time;
b. coded marking (for example. sp for spelling, gr for grammar) to guide students
to correct their own mistakes;
c. providing students with tools for assessing their own or their peer's work, which
enable sharing of the responsibility for checking with the students themselves.
By the time you receive the student's portfolio and before it is being orally
presented: you will have already given feedback on most of the entries, and will
only have to monitor the improvement made.
9. Q: Now that I feel comfortable with portfolio assessment, should I give up

tests?
A: Traditional tests will probably remain part of the educational system even when
the benefits of alternatives in assessment have been firmly established. Therefore,
we will probably use portfolio assessment alongside traditional tests,
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and we may include tests as portfolio entries (corrected, of course). The English
staff should draw up assessment plans (even better, do it with the students) which
show the weighting of different assessment components (test, quiz, portfolio,
project, extensive reading, homework, participation, etc.) and which instructional
goals each tool assesses.
10. Q: How do I know the portfolio is the student's own work? A:
our best insurance against unreasonable "help" or plagiarism is to:
a. require portfolio content to be based on work done in class;
b. clarify that it is easy for the teacher to distinguish between a student's own work
and an imported piece on an entirely different level;
c. give clear guidelines to the students about the goals and criteria for excellence in
a specific task. For example, downloading material, however colourful, from the
Internet does not in itself demonstrate language skills; it is what the student can do
with the source that counts (for example. summarize, compare different points of
view, adapt etc.).
III-Answers to Students' Concerns about the Oral Tests
Our students have often expressed concerns about the Oral Test. Some
indicate that they feel it is an arbitrary and unfair assessment tool. Most of the
concerns arise from misunderstandings related to the oral Test, lack of
experience from the teachers or inadequacy of the techniques used. This
reported information is then passed on to others as a fact, ostensibly to explain
why some students are not successful. Such "stories" have been circulating
among language training students for many years. They serve to make learners
mistrustful of the test, and put them at a disadvantage by making them even
more nervous, thus interfering with their performance. Our goal is to make an
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attempt to clear up these misunderstandings and provide facts that we hope will
accurately reflect what takes place during an Oral Test.
Perception:
The assessor makes up his her mind about my level within the first few
minutes of the Oral Test. Because first impressions count, I should try to sound
as though I am not nervous and not make any mistakes in the warm-up in order to
ensure that I will obtain a good mark.
Fact:
We do not think all the assessors make up their mind about your level within
the first few minutes. They do get a preliminary idea about your level during the
warm-up, but this is not rated. The final level is only determined once the whole
test has been completed.
Perception:
The Oral Test is subjective. The assessor just talks to me for five/ ten minutes
or so and arbitrarily decides what mark to give.
Fact:
The Oral Test is supposed to be conducted according to a specific
structure and uses standardized techniques to elicit a sample of what you are
capable of communicating in the target language. These standardized techniques
provide for equivalency in testing from one candidate to the next, even though
what is discussed varies among candidates. The system used to rate the speech
samples uses highly defined criteria to determine when a candidate is allotted
such or such a mark.
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Perception:
Some teachers are more demanding than others.
Fact:
In this case, the test standards and techniques an equivalent form and
content for all first year students, and measures are in place to ensure that these
standards are adhered to by all teachers. It is true that before being accepted to
administer the Oral Test, the teacher in charge must receive special intensive
training and must demonstrate their ability to test and rate a wide range of
candidates accurately and consistently. The objective nature of the test, the
special training we expect our teachers to have, and the on-going quality control
activities mean that each assessor must ensure that s/he or she administers and
scores the test with the same method as the other assessors.
Perception:
The content of the test is difficult. Some of the questions will be hard to
answer if I do not know anything about the topic. It is also important not to
disagree with the assessor when expressing an opinion.
Fact:
During the Oral Test, the assessor is supposed to ask you questions about
your work, your work experiences, or ask you to discuss other topics of interest
that are related to your environment. The questions should be the ones that you
have already covered in the course. If any of the questions asked during the test
are sensitive for personal reasons, or if you do not know enough about a
particular topic to be able to talk about it, you should inform the assessor and he
or she will change the topic. Pedagogically, this should not have any effect on
your test result. However, you do not have to be an expert on a topic to give an
opinion. What is asked for is what you think and feel about a topic. During the
test, the assessor should not put an exercise focus on the assessment of the
factual content or ideas expressed (that is, how well and how much you know
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about a specific topic), but rather measure how well you can communicate what
you do know. In addition, the views expressed may be your own and need not be in
agreement with what the assessor discusses.
Perception:
The test does not measure communication but style and knowledge, without
considering my background and my personal style of speaking. I will have to
speak quickly and talentfully. When we speak slowly we do not do well on the
test.
Fact:
Although the Oral Test is highly structured, it should allow flexibility and
should be tailored to the background of each candidate. The content of what is
discussed should vary, depending on the topics to be discussed during the test.
Assessors should be sensitive to the fact that candidates differ according to
background, experience, and personality, as well as to ways of speaking and
conveying information. For example, assessors should not be looking for rapid
speech, but rather for speech that is smooth and without hesitations that may be
distracting and make it difficult for the listener to follow. Assessors should be
trained in all the techniques that are designed to fairly evaluate the linguistic
performance of candidates who have different patterns of speech and
communication and to adjust the interview to accommodate these differences.
Perception:
I have to use particular grammatical structures and sophisticated vocabulary
during the interview and have little trace of an accent in order to do well on
the test.
Fact:
Although it is a common misconception that knowledge of the
grammatical elements of the target language, sophisticated vocabulary or
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impeccable pronunciation is of paramount importance, the Oral Test in fact
focuses on communicative proficiency rather than grammar, or pronunciation.
While all of these are of course taken into consideration in determining the
rating given to a candidate, what is considered is more the effect of the errors on
the communication than the errors themselves. It is only when grammatical
errors, lack of vocabulary or poor pronunciation interfere with the effectiveness
of the communication that they are a problem. It is important that you respond to
questions and participate in the conversation by concentrating on being clear
about what you want to say (as you would in any conversation), and not focus on
using a particular type of grammatical construction or highly sophisticated
vocabulary in order to demonstrate that you have learned them. You should use
whatever grammatical structure or vocabulary term is appropriate to convey
your message and not try to use specific structures where they are not needed.
For example, there are no specific or sophisticated linking terms that are
expected, but appropriate linking terms will need to be used in order to convey a
clear message.
Perception:
Assessors do not ask the "right" questions during the Oral Test. None of
what I have prepared is asked about. Assessors only ask what they like.
Fact:
The Oral Test is not designed to evaluate memorized or prepared material or
to allow you to demonstrate what you know in the second language, but rather to
use what you know in the course of the interview. You demonstrate your
proficiency in the second language by responding to the questions asked by the
assessor; this ensures that you will be assessed according to how well you are able
to use your second language.
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Perception:
If the assessor knows the level that was assigned to me on a previous Oral
Test, this will influence the level assigned on the next test. The assessor will
use that information to help him/ her arrive at a decision for the rating.
Fact:
The rating of an Oral Test can only be determined by the sample provided
during the administration of the test. There is no need for the assessor to take into
consideration previous levels assigned, because the final rating assigned is
representative of your proficiency at the time of the test. This level can be higher,
the same or lower than a level you may have previously received.
IV- Advice and Action Plan for Students
We understand that many of our students face some difficulties in managing

their time in the campus or in the faculty. To overcome the daily encountered
difficulties, reduce their anxiety and increase the possibility to succeed, we
recommend our students the following:
• Keep a sense of balance in your life between university work and leisure, do
not get over tired and find time to relax. Sometimes, relaxation exercises can be
helpful.
• Remember that there are many areas at the university and in your life
which you are good at. Take some time to remember this, and build up your
confidence. Think about all the successful and clever people who stammered
and how they got on.
• Enlist the support of individual teachers in planning for oral work, and
try to work with (a) friend(s), with whom you feel comfortable, whenever
possible.
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• Get as much information as you can about the examination requirements,
and work hard at forward planning and preparation. Use a cassette recorder
to help you practise, and when you feel more confident, try out your talking
on class mates and friends.
• Since you are allowed to choose your own subject, find one in which you
are interested and take some pictures or use other visual aids to illustrate it.
• If you are talking about a text, make sure you really know it well.
• Plan out your talk in writing first, and then make a list of headings or
key points on small cards. It is best to use this technique, rather than to read
your talk from a script. Practise at home, recording your portfolio talk if you
can and listening to your own presentation.
• Remember that many students may feel like you do, and that some of them
will find it very difficult to speak fluently when they are being tested. Just
remember that teachers do not expect first year students to be totally fluent and
perfect speakers; what they want is to hear you communicate your ideas and
prepare your work thoroughly, showing good research, and appropriate listening
skills and body language.
• The teacher will be on your side and will be valuing what you say just as
much as how you say it.
• Take time and contact our psychologist in the Faculty or a chat about any
feelings you may have of embarrassment, and this may help you a lot. You will
probably find that other students, who you think are quite fluent, may deliberately
speak more slowly when they give a talk because it helps.
• Try to speak and listen to English as much as possible before taking the
test. You can do this by listening to the radio, watching television, and speaking
English with your teachers and friends.
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• Arrive on time and speak English from the beginning. Arriving on time
and speaking English as soon as you meet the assessor will help you adjust more
quickly to the testing session.
• Do not be overtly worried about making mistakes. If you can not think of a
certain word, use a simple substitute to explain the meaning and continue with the
conversation. If you are aware that you are making mistakes and would feel better
if you corrected them, go ahead and do so. However, remember that frequent
corrections may disrupt the flow of the conversation.
• Do not be discouraged if parts of the test seem difficult. At various times,
the assessor will use more complex questions to give you the opportunity to
perform at your maximum level of proficiency. However, testing at this higher
level of proficiency will not take the entire testing session.
• Answer questions as fully as possible. In order to give the assessor a
sufficient sample to evaluate, expand on your answers by giving details, explaining
points or developing your thoughts.
V-Advice to Teachers
• Before students take a test, it may be useful to review these tips so that
they are ready to do their best.
• Help your students understand that testing is a normal university activity

and that it is part of the teaching/learning process.
• Tell your students the purpose of the test they will take, how long they
will wait for test results.
• Briefly explain normal testing procedures. Tell them when and where they
will take the test, how long the test will take. Tell them to arrive early at the test
site; it will help them remain calm. If you monitor the test, be sure all the students
fully understand the test directions.
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• Tell your students to carefully mark each answer. If they have to erase an
answer, they must erase it thoroughly to register their intended responses.
• Remind your students that they will have to stay aware of the time
throughout the entire test and, if they finish early, they should review their
answers.
• Guessing can have a great impact on your students' results. Find out how
the particular test is scored and if students are penalized for guessing.
• Tell your students not to spend too much time on any one question. They
may find it helpful to skip the hardest questions and then go back to them later.
• Students should always estimate their answers before working them out to
determine if their calculations are reasonable.
• After the test, other recommendations have to be taken into consideration.
• Immediately after the test, encourage your students to talk about their
experience. Discussions may help them to vent any frustration they feel about the
testing process.
• When students receive their test results, do not discuss an individual's test
scores in front of the entire class, rather talk about the class' performance as a
whole. You may want to discuss these questions: Was the class's performance
above or below the performance of other students in the other group? In what
areas did the class do best? In what areas did the class have difficulty? Were the cl
ass' results consistent with day-to-day performance?
• If you discuss test scores with students, set up tutoring sessions with them.
Encourage them to interpret their own performance. Do they think the scores
accurately assessed their abilities or knowledge? How do their scores compare
with their classroom performance? Were their scores higher or lower than they
anticipated?
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• If you discuss test scores with individual students, be careful of the words you
use. Students may have a natural curiosity or anxiety about test results; they
could be easily misled by unguarded comments.
• Remind students that they should not make major decisions about their
futures based on the results of one test. They need to consider their entire
university history, their grade records, and their activities and interests before
they solidify their career goals.
Conclusion
We recognise that when we are involved in the process of transmitting

knowledge and willing to serve the community, we need to devote plenty of time,
energy and patience. It is in this light that the recommendations included in this
chapter are made. The recommendations and advice centre around the
management and the elaboration of a portfolio. This new vision of assessment
based on autonomy of learning, can be introduced gradually into our system of
education. Positive results may be obtained, with the commitment and the
involvement of both teachers and learners and all the leading pedagogical /
administrative staff. We hope our suggestions will serve as answers to questions
that some teachers and learners ask themselves, when faced to learning
situations.
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GENERAL CONCLUSION
This research work aims at casting some light on a thorny issue in our
system of education related to testing in general and proposing some alternative
assessment techniques for measuring the oral proficiency of the population of
first year students involved in the LMD System.
In this thesis the principles of language testing, issues related to the types
and aims of testing and the characteristics of different tests are reviewed in terms
of the basic considerations in test design covering the concepts of validity,
reliability and practicality. The status of the various types of validity, and how
the concept of validity relates to those of practicality are examined as well from
a deeper theoretical perspective. The different approaches to language testing
and their limitations in terms of the criteria of validity, reliability and
practicality are described in terms of the particular focus they represent. The
study has also looks into the possible uses of self- assessment through a port
folio, not only as an alternative to formal and traditional tests but basically and
above all as a tool for learner independence as well as highlighting the import
ance of self- assessment as a study skill and as a measure to bridge the gap
between testing and teaching. As we have taken into consideration some possible
problems inherent to the nature of self- evaluation as well as anticipated
problems related to the resources required for the implementation of such
innovation for example, timing and training of staff and students.
Based on what has been investigated theoretically, we came to the

conclusion that different investigations and research projects have shown that in
very recent years, there has been a growing interest in the application of testing
procedures that are totally different from traditional forms of assessment. These
authentic forms of measurement have become increasingly popular in the
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foreign language classes. Such forms of assessment are more student centred in that,
in addition to being an assessment tool, they provide the students with
instruments to be more involved in their learning journey, and give them better
sense of control and responsibility of their own learning. This is illustrated in the
portfolio assessment which relates to the communicative approach to language
testing which treats language as an instrument of interaction among human
beings in society. The Portfolio technique generates more student involvement
and some student appeal because of the relevant content of the input material,
the authentic situations and the utility of the skills to be acquired and used. It
also provides appropriate oral interactional situations, sometimes by leaving
some participants free to choose what they think is their best production, they
would like to share with their teacher and classmates, sometimes by providing
deliberately conflicting and speech provoking questions. This is based on the
assumption that language is essentially used for oral transactions.
A critical evaluation of the testing situation in the Department of English

has shown that a certain number of communicative testing techniques used by the
teachers do not help much to foster in the students the rapid interpretation of
utterances, the oral expression of meaning which is meant to lead the learners to
an independent and autonomous position wherein they are expected to interact
both genuinely and orally to talk about a topic of interest of their own choice.
The study seeks to demonstrate that the portfolio as an alternative form

of oral self assessment can offer to both learner and teacher (tutor) valuable
insight into the individual's cognitive processes, rather than simply revealing
an ability to memorize and repeat. If this focus on the process of learning begins
early in the programme of study, it means that the benefits of understanding one's
own learning agenda are felt from the outset. It also allows time for the student to
further develop as an effective learner, over time, gaining proficiency in the
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range of learning skills most appropriate to his / her own context. An
investigation departs from the belief that promoting this new vision to
assessment will engender a dynamic pedagogy where the students are actors of
their training and the educational team is a support, a guide and adviser all along
their academic training. When students are asked to rate their current abilities,
the academic team (tutors) will be prepared and ready to suggest and provide
them with the tools and criteria with which they will assess themselves.
Based on these considerations and beliefs, we hypothesized that we can help

first year LMD students involved in this study to increase their motivation and
personal involvement in the learning process if we introduce the strategy of
assessing one's abilities through the Portfolio Assessment Project at different points
in the language learning process, with a teacher (a tutor) who plays a very
determinant role in incorporating these strategies as cornerstones in the student's
learning process and environment.
After analyzing the students' needs ,the results have revealed that a large
number of the informants (both teachers and students)have expressed their
readiness and will to adopt the portfolio as an alternative, authentic form of oral
self assessment At the end of the process both learners and teachers( tutors)
admitted that their experience in undertaking the portfolio was really a positive
experience which offered them valuable insight into the individual's cognitive
processes, rather than simply revealing an ability to memorize and repeat.
Finally, the majority of the informants were convinced that the proposed
alternative meets better their needs and expectations. Empirical investigation has
shown that the learners have become aware of the need to self-assess in order to
monitor their learning progress. For example, through portfolio and self-
assessment, students have learnt that their progress and grade do not depend
solely on the teacher, but in a large part on themselves. We have realized that
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the students' produced portfolios and their self-evaluations have helped the learners
track areas of strength and weakness and address problems before final exams
are issued. Self-evaluation has also allowed teachers to see how students view
their progress, leading to individualized instruction, to initiate them to gain a
progressive autonomy and self reliance, and negotiate the best direction to take in
their learning process. From this perspective, we have realized that the
teachers' assessment and learners' self- assessment have proved to be a good
assessment alternative since we reported a high correlation between the two, which
is a response to an approach to testing which seeks to empower teachers and
learners in the management of the educational process.
This research departed from what Alderson (1986: 105) concludes his art
icle entitled "Innovations in Language Testing?" with: "Perhaps we should be
looking for and fostering, not only innovations in language testing, but also and
importantly, innovations through language testing." It starts from the premise
that evaluation should not be seen as a necessary evil but as an intrinsic,
constructive element of the teaching/ learning process. It is in this light that the
initial aims of this study can be said to have been treated and accomplished not
in any masterly fashion but in a way which we hope will raise awareness in
teachers, learners, test experts methodologists, test designers and materials
writers. Finally, it is our hope that the findings of this study will provide a
tangible contribution to testing pedagogy and encourage the teachers of English
to adopt the proposed alternative to assess the students.
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APPENDICES
APPENDIX I: The L.M.D System 324
APPENDIX II: The Students' Questionnaire 334
APPENDIX III: The Teachers' Questionnaire 348
323
APPENDIX 1
The LMD System
1 -The Department of English and the New National Educational Reforms

The Department of English, Faculty of Languages and Human Sciences,
University of Béjaia was founded in September 1991 and during that academic
year, only 20 students enrolled for a licence in English.
Year by year, the department attracted more and more students and the
enrolments in this licence increased considerably, reaching during the academic
year 2005 a total number of one thousand and one hundred students. (this large
number ,represents the importance given by graduates of Bejaia to learning
foreign languages) .The needs of the learners were not totally met through the
syllabus proposed to them, mostly when the graduates are in the job market
facing serious difficulties. We have realized that the degree they try for does not
prepare them to be operational in different job institutions, except to a certain
extent in the field of teaching English as a foreign language. Because of the
various dysfunctions in our higher system of education, decisions have been
made by specialists to overcome the shortcomings. This new proposed device of
education based on international Norms, is referred to as Licence, Master,
Doctorate (LMD)
Because of the dysfunctions which appeared in the previous system of

high education, specialists in charge of the file of reforms, realized that it is
urgent and necessary to get the Algerian University out of the crisis in which
it lives by equipping it, as soon as possible, with modern teaching, scientific,
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human, material and structural means which will enable it to respond to the needs
and expectancies of our society which is integrated into the international system
of Higher Education. In order to deal with the various dysfunctions and
difficulties currently met, as well on the level of management as on the level of
the performances and output of the Algerian University, decisions have been
made to implement a global and deep policy and reform of the Higher
Educational System. This reform, while assuring the public character of high
education, should reaffirm the essential principles which underlie the vision of
the missions reserved for the Algerian university, namely:
• To ensure a high quality education by taking charge of the legitimate
social need about having access to the higher education,
• To achieve a real osmosis with the socioeconomical environment by
developing all possible interactions between the university and the world,
• To develop mechanisms of continuous adaptation to update professions,

• To strengthen its cultural mission by the promotion of universal values
which are expressed by the academic mind, notably those of tolerance and respect
of the other,
• To be opened more to the worldwide evolution, particularly the one of
sciences and technologies,
• To encourage and to vary the international cooperation according to the
most suitable shapes,
• To establish bases of good governance founded on involvement and
dialogue.
In order to take up these challenges, some of the Algerian universities (
university of Béjaia is one of them) have engaged deep reforms concerning the
Higher Education based on:
• The offer of a high quality education for a better professional insertion,

• Education for all, all along life,
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• Autonomy of universities,
• and the opening of the university to the world.
2- Architecture of the New LMD System
The LMD system of teaching is organized towards an architecture

articulated in three stages of education, each one conferring an academic
diploma:
• Baccalaureate + 3 years, leading to the diploma of Licence,

• Baccalaureate +5 years, leading to the diploma of Master,
• Baccalaureate +8 years, leading to the diploma of Doctorate. In each of
these stages, courses are organized in units of teaching regrouped in
semesters of study.
The unit of teaching possesses the quality to be capitalizable and

transferable, which means that its acquisition is definitive and that it could be
used in another course of study.
This capitalization and this possibility of transfer allow the opening of bridges
between several courses of education and lead to a mobility of students who will
have a diversity of choices and the opportunity to follow a desired and
individualized academic course.
The progression of studies is semestrial.
The courses Licence and Master have as main objective the acquisition of
knowledge and the know-how driving to a professionnalisation at two levels of
qualifications. This system offers a general diagram that allows a progressive and
adapted orientation through a suitable organization of teachings and profiles of
education.
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2.1-The "Licence"
This stage of education is organized in two landings. A basic and

pluridisciplinary education lasting two to four semesters centred on the
acquisition of fundamental principles related to the disciplines of the prepared
diploma as well as to the initiation to the methodology of the academic life and
its discovery. This landing is followed by a more specific education, offering
two options:
• An «academic» option sanctioned by a diploma of "Licence" which allows
the direct access to longer and more specialized higher education. This
possibility is granted according to the required aptitudes, to the obtained
results and to the established criteria of access.
• A "professionalising"and qualifying option sanctioned by a diploma of "
Licence" which will allow a direct insertion into the labour world. The
programs are defined in close collaboration with the using sector. This
option requires, to be efficient, a multiplication of the offer of professional "
Licences" corresponding to identified opportunities and should have a
double effect. On one hand, to develop the diploma of "Licence" on the
labour market as being that of the specialized professionals having sufficient
bases to be able to evolve later on. It corresponds from this point of view, in
the majority of the professions knowing fast transformations, to a required
level requested by the professionals. In the other hand it should give a
prospect to students who do not find a place in the stage of baccalaureate +5
years.
2.2-The "Master"
This period of education lasts two years. It is accessible to every student

holding an academic licence meeting the conditions of access. It does not
327
exclude, therefore, students holding a professionalizing licence who will be able to
return to the university after a passage in the professional life. This course prepares
students to two quite distinct vocations:
• A professional vocation characterized by the acquisition of a greater
specialization in a disciplinary field which will give access to levels of higher
performance and competence. The orientation in this way remains always
professional (Professional Master).
• Researcher vocation characterized by a preparation to the scientific research
that predestines to research activities in the economic or in the academic sectors
(Master of research).
The Master constitutes the stamp of performances of the academic
establishment.
2.3-The "Doctorate"
Facing the enormous development of knowledge and the more and more fine
specializations and the more and more applied character of research, the doctoral
training(of a minimal length of 6 semesters) should assure at a time: A deepening
of knowledge in the field of specialism,
• And an education by and for research (development of abilities
for research, sense of group-working ...). This education is
sanctioned by a diploma of doctorate after submitting a thesis.
328
General diagram of the LMD system
6 semesters
00 credits
Professionalizing
180+120
4 semesters
180credits
6 semesters
Baccalaureate
3- Characteristics of the LMD System
The LMD system is based on a vision of a more coherent offer of

education. These offers are presented by fields and are organized as standard
courses. This system is also characterised by the possibility of mobility of both
teachers and learners, and a large flexibility for students who are willing to decide,
and become actors of both their learning itinerary and future career.
329
4-Training Areas
The new offer of education is organized inside great fields. A field is a

regrouping of several disciplines in a coherent whole from the point of view of
the Professional outlets to which it leads. For example:
Social and Human Sciences,(Languages,Arts,Sociology,Psychology
History. Philosophy)
Economic, Commercial, Financial and Management Sciences,
Exact sciences and Technologies (Mathematics/informatics, Physics,
Chemistry, Engineer Sciences)
- Health Sciences (Medicine, Pharmacy, Veterinary) etc.
In every domain a certain number of standard courses are defined which can
correspond to specialties or options.
5-Standard Courses
A diploming standard course is a coherent combination of teaching units

according to modes defined by the educational committees, according to an
objective. It is validated by the tutelage. The various offered courses can
integrate trandisciplinary, pluridisciplinairy and professionalizing approaches,
they allow, on one hand the student's progressive orientation according to his
professional or personal project and taking into account, on the other hand, the
diversity of publics and their needs and motivations.
6-Teaching Units
Studies are organized towards Teaching Units (TU) that are wholes of
teachings (subjects) articulated in a coherent educational manner and according
330
to logic of progression in order to acquire identified competences. These units are
taught by semester.
There are three Teaching Units categories:
6.1-The Fundamental Teaching Unit: It gathers the basic school subjects

necessary to the continuation of the studies in the chosen branch.
6.2-The Discovery Teaching Unit: it regroups the matters of teaching that allows
the student to widen the horizon of his knowledge and to open to him other
perspectives in case of reorientation, thanks, notably; to interdisciplinary that
characterizes its conception.
6.3-Transversal Teaching Unit: it regroups the subjects of teaching (foreign

languages, informatics, technology of information and communication,
humanities...) offering some necessary tools to the acquirement of a general
culture and methodological techniques giving professional faculties of
integration and adaptation into an environment in perpetual movement.
7-Credits
The credit is a teaching unit acquirement measure. Thus, every teaching unit
has a determined value in terms of credits. This value, expressed by a number, is
defined notably according to work likely to be done by the student (teachings,
personal work, dissertation, project, training...). The definitive acquirements in
terms of knowledge and competence are represented by credits. The credit
constitutes a unit of value of one same ladder of reference shared by the whole
academic establishments. It is, so, capitalizable and transferable. A common
reference allows us to define the value in terms of credits of the whole
331
diplomas. This one is fixed to 180 credits for the Licence and 300 (180 + 120) for
the Master. So the semester is valued to 30 credits.
8-Assessment and Progression
The student can get his diploma:

- by acquisition of each Teaching Unit
- by application of compensation modes between teaching Units
The assessment of teachings is done by continuous control of knowledge.
9-The Training "all along life"
The fast evolution of sciences and technologies requires a permanent

updating of knowledge and competence level allowed only by a flexible system.
The LMD system offers to all, and at all stages of life, whatever is the reached
level and the expressed motivations, the opportunity to undertake or perfect an
education a training, during or after a professional stay.
The same diploma can be acquired by different manners: initial education,
continuous education, education in training and/or validation of the experience
acquisitions.
10-The new Vision of the Training Policy
The LMD system has a new vision of the academic training centred on:
• an autonomy of the university on the basis of good governance,
• the development of a university project within the local, regional and national
preoccupations on the economic and scientific levels and on social and cultural
ones,
332
• offers of varied education and training, organized with a close collaboration of
the economic sector,
• a dynamic pedagogy where the student is an actor of his training and the
educational team is a support, a guide and adviser which come with him all
along his learning process,
• a permanent and continuous assessment of establishments and teachings,

• mobilization and adherence of all the academic family.
In one word, the new reforms proposed if implemented, should create a

vital and modern university that would prepare citizens, willing to serve their
country, a University which is open to the world and holding the line with its
environment.
333
APPENDIX II
THE STUDENTS' QUESTIONNAIRE
Dear student,
I would very much appreciate if you can give some of your time to answer
this questionnaire which is part of a research work that aims to propose an adequate
battery of tests which could be used in the evaluation of the students' speaking
ability in the Department of English, Faculty of Languages and Human Sciences,
university of Béjaia.
Your answers will be valuable for the completion of this work, and will be
treated with great confidence.
Please, tick (J ) the appropriate box (es) or give full answers where
necessary.
May I thank you very much in advance for your cooperation.
Mr. Salah. DERRADJI

University Mantouri, Constantine
334
VI-FURTHER SUGGESTIONS
44. Would you please add any suggestion or recommendation.
347
APPENDIX III
THE TEACHERS' QUESTIONNAIRE
Dear Teacher,
This questionnaire is part of a research work designed to devise a

battery of tests which could be used in the evaluation of the students' speaking
ability in the Department of English, Faculty of Languages and Human Sciences (
University of Bejaia).
Your answers will be of great value as they will help the researcher to
identify the problems faced by this population of learners, and the data will be
treated with great confidence. Please tick ('J) the appropriate box(es) or make full
statement whenever necessary.
May I thank you in advance for your collaboration.
Mr. Salah. DERRADJI

University Mantouri, Constantine
348
I-GENERAL QUESTIONS
1-How long have you been teaching?
2-How long have you been teaching oral expression?
3-How long have you been teaching oral expression in the first
year?
4-Do you have any special training to teach oral expression?

25-Does the test discriminate adequately between the performances
of candidates at different levels of attainment?
Yes
No
26 - If "Yes", is it:
a-Always
b -Sometimes
c -Rarely
27- Are the abilities being rewarded those which the activities are designed to
assess?
Yes
No
V- THE MARKING SCHEME

28- Does the marking scheme anticipate responses of a kind that candidates
are likely to make?
Yes
No
355
29- Does the marking scheme indicate clearly the marks to be awarded for
different parts of a question or the relative weighting of criteria that might be
applicable?
30- Does the marking scheme allow for possible alternative

answers?
31- Does the marking scheme, by specifying performance criteria, reduce as far
as possible the element of subjective judgement that the examiner has to
exercise in evaluating candidates' answers?
32- Can the marking scheme be easily interpreted by a number of

different examiners in a way which will ensure that all mark to
the same standard?
33-Which language aspects do you test? Specify the order of
importance (1 for the most important one to 5 the least
important one.)
34-Do you evaluate non linguistic features, such as

attitude, gestures, way of dressing?
36- If "No", Please, explain why.
VI- ORAL TESTS

37- Which testing techniques do you use to evaluate your students'
oral proficiency?
39-If "Yes", do you think your students are able to evaluate
themselves?
40-Please, explain why.
41-Do you give opportunities to your students to evaluate their oral

proficiency?
42-If "Yes", is it through:

43-Have you ever realized that the tests you administer to your
students should take another form?
44- If "Yes", which ones?
45-What form should they take instead?

VI- FURTHER SUGGESTIONS
46-Would you please add any suggestion or recommendation?
361
Glossary of Important Testing Terms
Cohen, A.D. (1980), Davies, A., Brown, A., Elder,

C., Hill, K., Lumley, T., & McNamara, T. (1999)
The following terms and their definitions should prove useful in helping to
understand the information provided in this research work.
Achievement test: measures what a learner knows from what he/she has been
taught; this type of test is typically given by the teacher at a particular time
throughout the course covering a certain amount of material.
Alternative assessment: refers to a non-conventional way of evaluating what

students know and can do with the language; it is informal and usually
administered in class; examples of this type of assessment include self-assessment
and portfolio assessment.
Analytical scale: a type of rating scale that requires teachers to allot separate
ratings for the different components of language ability i.e. content, grammar,
vocabulary etc.
Artifact: (sometimes called students' evidence) It can include drawings, photos,

video or audio tapes, writing or other work samples, computer disks, a research
work done individually or in pairs in a library or collected from internet or from
whatever source.
Authenticity: refers to evaluation based mainly on real-life experiences;

students show what they have learned by performing tasks similar to those
required in real-life contexts.
362
Autonomy: refers to developing strategies of Self and independent learning.
Banding scale: a type of holistic scales that measures language competence via
descriptors of language ability; an example of this is the IELTS bands from
UCLES.
Cloze procedure: a test construction procedure that involves deleting words on a

systematic basis and replacing the deletions with blanks which the student must
fill in.
Computer-based testing (CBT) is programmed and then administered to students

on a computer; question formats are frequently objective, discrete-point items; these
tests are subsequently scored electronically.
Computer-adaptive testing (CAT) presents language items to the learner via a

computer; subsequent questions on the exam are "adapted", based on a student's
response(s) to a previous question(s).
Content validity: this type of validity refers to testing what you teach; i.e. testing
content covered in some way in the course materials using formats that are familiar to
the student.
Cornerstones of good testing practice: the guidelines of effective test writers; they
include the concepts of validity, reliability, practicality, transparency,
authenticity, security and washback.
Construct validity refers to the fit between the theoretical and methodological
approaches used in a program and the assessment instruments administered.
Criterion Referenced Test (CRT) is a test developed and used to estimate how
much of the content and skills covered in a specific content area have been
acquired by the examinee. Performance is judged in relation to a set of criteria
363
rather than in comparison to the performance of other individuals tested with a
norm-referenced test (NRT). It compares students' performance to particular
outcomes or expectations.
Descriptive statistics describe the population taking the test; the most common
descriptive statistics include mean, mode, medium, standard deviation and range;
they are also known as the measures of central tendency.
Diagnostic test: a type of formative evaluation diagnoses students' strengths and

weaknesses vis a vis the course materials; students receive no grades on diagnostic
instruments.
Discrete-point test: an objective test that measures the students' ability to answer
questions on a particular aspect of language; discrete-point items are very popular
with teachers because they are quick to write and easy to score. These items are
usually multiple choice, true-false, or fill-in-the-blank and allow for only one
correct answer.
Distractor: an alternative-response choice which is intended to attract pupils who

do not know the right answer.
Face validity refers to the overall appearance of the test; it is the extent to which a
test appeals to test takers.
Formative evaluation refers to tests that are designed to measure students'

achievement of instructional objectives; these tests give feedback on the extent to
which students have mastered the course materials; examples of this type of
evaluation include achievement tests and mastery tests.
Holistic Score is the assignment of a single score that reflects an overall

impression of performance on a measure. Scores are defined by prescribed
364
descriptions of the levels of performance, examples of benchmarks at each level, or
by scoring rubrics, an example of this is the scoring used with the TOEFL Test of
Written English (TWE).
Integrative testing: goes beyond discrete-point test items and contextualizes

language ability.
Inter-rater reliability attempts to standardize the consistency of marks between
raters; it is established through rater training and calibration.
Item bank: a large bank or number of items measuring the same skill or
competency; item banks are most frequently found in objective testing in
particularly CBT and CAT.
Item Analysis: a procedure whereby test items and distractors are examined
according to the level of difficulty of the item and the extent to which they
discriminates between high-achieving and low-achieving students; results of item
analyses are used in the upkeep and revision of item banks.
Language aptitude test is designed to discover whether learners possess a

talent or a basic ability for learning a new language. It includes exercises in
phonetic script, spelling clues, function of words in sentences and memorization
of paired associate words.
Linguistic competence: the breadth of knowledge that the learner has regarding
the elements of the language- pronunciation, vocabulary and structure.
Mean is known as the arithmetic average; to obtain the mean, the scores are added
together and then divided by the number of students who took the test; the mean is
a descriptive statistic.
365
Mode: the most frequently received score in a distribution.
Norm Referenced Test (NRT) is an instrument developed and used to estimate

how the individuals being assessed compare to other individuals in terms of
performance on the test. Individual performance is judged in comparison to
other individuals tested, rather than against a set of criteria (criterion referenced
test) or in a broad knowledge area (domain referenced test). It measures
language ability against a standard or "norm" performance of a group;
standardized tests like the TOEFL are norm-referenced tests because they are
normed through prior administrations to large numbers of students.
Objective test: can be scored based solely on an answer key; it requires no expert
judgment on the part of the scorer.
Parallel tests: multiple versions of a test; they are written with test security in
mind; they share the same framework, but the exact items differ.
Performance-based test: requires students to show what they can do with the
language as opposed to what they know about the language; they are often referred
to as task-based.
Piloting: a common practice among language testers; piloting is a practice

whereby an item or a format is administered to a small random or representative
selection of the population to be tested; information from piloting is commonly
used to revise items and improve them; also known as field testing.
Placement test: is administered to incoming students in order to place or put them

in the correct ability level; content on placement tests is specific to a given
curriculum; placement tests are most successfully produced in-house.
Portfolio assessment: one type of alternative assessment; portfolios are a

representative collection of a student's work throughout an extended period of
366
time; the aim is to document the student's progress in language learning via the
completion of such tasks as reports, projects, artwork, and essays.
Practicality: one of the cornerstones of good testing practice; practicality refers

to the practical issues that teachers and administrators must keep in mind when
developing and administering tests; examples include time and available
resources.
Proficiency test: is not specific to a particular curriculum; it assesses a student's

general ability level in the language as compared to all other students who study
that language. An example is the TOEFL.
Quiz: a short test of class material, generally informal in nature.

Range: one of the descriptive statistics or measures of central tendency; the range
or min/max is the lowest and highest score in a distribution.
Rating scale: instruments that are used for the evaluation of writing and speaking;
they are either analytical or holistic.
Raw score: the score obtained directly as a result of totalling all the items
answered correctly on a test.
Reliability: one of the cornerstones of good testing practice; it is the degree to

which a test or assessment consistently measures whatever it measures. It is
expressed numerically, usually as a correlation coefficient. There are several
different types of reliability including:
-Alternate Forms Reliability is sometimes referred to as parallel forms or

equivalent forms reliability. Alternate forms of a test are test forms to measure the
same content area using items that are different yet equivalent. This type of
reliability is conducted by correlating the scores on two different forms of the
same test.
367
-Intea Rater Reliability is the degree to which a test yields consistent
results over different administrations with the same individual performing at the
same level by the same assessor (intra-rater).
-Inter Rater Reliability is the degree to which an instrument yields the

same results for the same individual at the same time with more than one assessor (
inter-rater).
-Internal Consistency Reliability is sometimes called split half

reliability and is the degree to which specific observations or items consistently
measure the same attribute. It is measured in a variety of ways, including Kuder
Richardson 20 or 21, Coefficient Alpha, Cronbach's Alpha, and Spearman
Brown Prophecy Formula. These methods yield a correlation coefficient that
measures the degree of relationship between test items.
Rubric is sometimes referred to as a scoring rubric and is a set of rules,

guidelines, or benchmarks at different levels of performance, or prescribed
descriptors for use in quantifying measures of attributes and performance.
Rubrics can be holistic, analytic or primary trait depending upon how discretely
the defined behaviour or performance is to be rated.
Scoring a test: determining the number of points that each item or procedure is to
receive, and then the value or weighting of these points with respect to the total test
or quiz.
Self-assessment asks students to judge their own ability level in a language; one it
is type of alternative assessment.
Specifications: a document that states what the test should be used for and who is
it aimed at; test specifications usually contain all instructions, examples of test
formats/items, weighting information and pass/fail criteria.
368
Standardized test: A carefully designed test that has undergone long
experimentation and research. It is often administered to large groups of pupils
from different types of schools. It measures language ability against a norm or
standard.
Subjective test requires knowledge of the content area being tested; a subjective
test frequently depends on impression and opinion at the time of the scoring.
Summative evaluation: refers to a test that is given at the end of a course or

course segment; the aim of summative evaluation is to give the student a grade
that represents his/her mastery of the course content.
Tutoring refers to the short meetings that teachers can have individually or in
small groups with their students, in which progress is discussed and goals are set
for a future meeting.
Validity: one of the cornerstones of good testing practice; refers to the degree to
which a test measures what it is supposed to measure. A test is not valid per se; it
is valid for a particular purpose and for a particular group. Validity evidence can
come from different sources such as theory, research or statistical analyses. There
are different kinds of validity including:
-Content Validity is the degree to which a test measures an intended

content area. Content validity is usually determined by expert judgement of the
appropriateness of the items to measure the specified content area.
-Construct Validity is the degree to which a test measures an

independent hypothetical construct. A construct is an intangible, unobserved
trait such as intelligence which explains behaviour. Validating a test of a
construct involves testing hypotheses deduced from a theory concerning the
construct.
369
-Concurrent Validity is the degree to which the scores on a test are
related to the scores on another already established test administered at the same
time, or to some other valid criterion available at the same time. The
relationship method of determining concurrent validity involves determining the
relationship between scores on the test and scores on some other established test
or criterion. The discrimination method of establishing concurrent validity
involves determining whether test scores can be used to discriminate between
persons who possess a certain characteristic and those who do not, or those who
possess it to a greater degree. This type of validity is sometimes referred to as
criterion-related validity.
-Predictive Validity is the degree to which a test can predict how well an
individual will do in a future situation. It is determined by establishing the
relationship between scores on the test and some measure of success in the
situation of interest. The test that is used to predict success is referred to as the
predictor and the behaviour that is predicted is the criterion.
Washback: one of the cornerstones of good testing practice; refers to the impact
a test or testing program may have on the curriculum.
Weighting refers to the value that is placed on certain skills within the exam
determined through prior administrations to large numbers of students.
370
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II-LE RÉSUMÉ
La présente étude traite des questions en rapport avec les tests de langue et
propose une batterie d'épreuves qui pourrait être utilisée dans un contexte d'
évaluation des capacités orales chez les étudiants de la première année LMD.Nos
Enquêtes et recherches ont montré que, durant les dernières années, un grand
intérêt a été accordé à l'application des procédures d'évaluation entièrement
différentes des formes traditionnelles. De nombreuses formes authentiques d'
évaluation sont, de plus en plus, en vogue dans les classes d'enseignement de la
langue étrangère.
Cette "évaluation authentique", est appelée "évaluation portfolio", où les

apprenants devraient démontrer, plutôt que relater, ce qu'ils savent et peuvent
faire. Les Contenus de "l'évaluation portfolio" (parfois appelée des "artifacts" ou
des "preuves") peuvent inclure dessins, photos, vidéo ou cassettes audio„ écrits
ou autres échantillons de travail, disquettes, travaux de recherche faits
individuellement ou en binômes dans une bibliothèque ou tirés d'Internet ou d'
une quelconque source. Cette forme d'évaluation, outre son caractère d'outil d'
évaluation, est beaucoup plus centrée sur l'étudiant, elle offre aux apprenants des
instruments susceptibles de les impliquer dans leur classe d'étude, et leur donne
un meilleur sens de contrôle et de responsabilité à l'égard de leur propre
apprentissage.
Cette nouvelle forme, qui se veut une alternative d'évaluation des

capacités de l'étudiant au niveau de l'expression orale, offre à l'apprenant ainsi
qu'à l'enseignant (tuteur) une perspicacité précieuse dans les processus
cognitifs de l'individu, elle ne permet pas simplement de révéler une capacité
de mémoriser et de répéter. Elle offre, en outre, le temps suffisant à l'étudiant
pour développer ses compétences de manière très efficace à travers le temps et
acquérir des capacités dans le rang des habiletés d'apprentissage les plus
appropriées à son propre contexte. L'enseignant (tuteur) a aussi un rôle
déterminant dans l'incorporation de ces stratégies comme pierres angulaires dans
le processus d'apprentissage et dans l'environnement de l'apprenant.
Nous avons confirmé l'hypothèse que nos étudiants ont besoin d'une
auto-évaluation afin de pouvoir diriger leur progression dans l'apprentissage.
Par exemple, les étudiants peuvent apprendre à travers l'auto évaluation et le
Portfolio, que leur progression ainsi que leur niveau ne dépendent pas
uniquement de l'enseignant mais dans une grande partie, d'eux-mêmes.
Appliqué régulièrement, le portfolio et l'auto évaluation sont à même d'aider
les étudiants à prendre connaissance de leurs points de force et de faiblesse et
de régler tous leurs problèmes avant les examens finaux. Par ailleurs L'auto
évaluation permet aussi aux enseignants de voir comment les étudiants
envisagent leur progression, les menant ainsi à s'auto instruire individuellement
et à s'initier à un apprentissage autonome.
Cependant, nous croyons fort bien que les étudiants ne peuvent avancer
dans leur carrière comme apprenants actifs s'ils ne sont pas capables d'évaluer
leurs propres capacités et progression et tracer une trajectoire pour l'
apprentissage futur. Les étudiants ont besoin qu'on leur apprenne
explicitement les stratégies de l'auto évaluation et qu'on les aide à mettre en
oeuvre ces stratégies. La plus grande valeur de l'auto évaluation et de l'
évaluation portfolio réside dans le fait que les étudiants, durant leurs parcours
de formation, deviennent contributeurs actifs dans le processus d'apprentissage
et d'évaluation.
La promotion de cette nouvelle vision de l'évaluation est susceptible d'

engendrer une dynamique pédagogie où l'étudiant constitue l'acteur principal dans
sa formation et où l'équipe pédagogique représente un support, un guide et
un conseiller qui accompagne l'étudiant tout au long de sa formation
académique.l'équipe académique (tuteurs) sera à disposition des apprenants pour
leur suggérer et leur fournir les outils et critères qui serviront à leur auto
évaluation.

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Democratic and Popular Republic of Algeria

Ministry of Higher Education and Scientific Research

Mentouri University of Constantine

Techniques for Measuring Oral

Thesis Submitted to the Department of Languages in Candidacy for

Submitted by: Supervisor:

Chairman: Prof. MILIANI Mohamed

Mentouri University of Constantine

Techniques for Measuring Oral

Thesis Submitted to the Department of Languages in Candidacy

Submitted by: Supervisor:

I wish to express my sincere gratitude to my supervisor Prof: Farida

I am also grateful to the teachers of the Department of English, Faculty

I would also like to extend and express my thanks to Prof. Mohamed

My sincere thanks in advance again to Prof.Mohamed MILIANI, Prof.

The present study which is composed of eight chapters, discusses issues

To facilitate the understanding and implementation of this new notion of

ACT FL : American Council on the Teaching of Foreign Languages

Table 1: Mismatch between Learning Activities and Testing Activities 18

Table 11: Students' Definition of Testing 181

True Level. 190

Table 23: Adequacy of Discrimination between the Students' 195

Marks to be Awarded for Different Parts of Question or the

Table 67: Rubric for measuring students' Oral proficiency 292

Graph 1: Oral Proficiency in Spoken English 174

Diagraml: Components of Communicative Language Ability in 85

Diagram 2: Components of Language Competence. 86

CHAPTER ONE: PRINCIPLES OF LANGUAGE TESTING

I- Testing and Teaching 13

III- Aims of Testing 22

1-The role of Testing 22

IV- Characteristics of Tests 31

1-Stages of Development of a Test 38

3-Variables Affecting Test Performance 42

II - Criteria of Test Design 44

1.1- Content Validity 46

CHAPTER THREE: APPROACHES TO LANGUAGE

I -The Structuralist Approach 73

CHAPTER FOUR: TESTING ORAL PROFICIENCY

I- Traditional Assessment Techniques 131

1- Multiple Choice Questions (MCQ) 131

2- The Oral Interview 145

CHAPTER SIX: NEEDS ANALYSIS

I - Statement of the Problem 2

II - Aim of the Study 4

V-Description of the Study 9

I- Statement of the Problem

The assessment of language learning results, especially in a formal

Measuring oral proficiency (« communicative competence »), i.e.,

When assessing Oral Proficiency, one has always to find answers to

In sum, we can say that nowadays the importance of aural/oral skills

In this study, we aim to demonstrate that some of the alternative forms

In this study, we are interested in investigating the use of the proposed

We believe that our students need to be trained so as to make of them

Students need to self-assess in order to monitor their learning progress.

We also believe that promoting this new vision to assessment will

In order to propose an effective battery of tests for a population of first year

The oral proficiency of the population under study was evaluated

We also clarified to the students that comparison and reflection are