Question

Which is not a criterion of a good language test?

• A. Questions must pertain to the language skills that the student is required to master
• B. Questions should test what the student does not know
• C. Questions should be properly framed and should be clear
• D. Questions should neither be too difficult nor be too easy

Answer 1

Answer:

B. Questions should test what the student does not know

Criteria of a Good Language Test

• Validity: A test is valid if it measures what it is intended to measure. For instance, a test designed to assess reading comprehension should not primarily test grammar rules unless reading comprehension is defined to include grammatical accuracy.
• Reliability: A test is reliable if it yields consistent results. If a student takes the same test multiple times under similar conditions, they should achieve similar scores.
• Objectivity: Scoring should be free from personal bias. Objective tests, like multiple-choice or fill-in-the-blanks with predetermined answers, are generally more objective than subjective tests like essays, where scoring can be influenced by the examiner's interpretation.
• Usability/Practicality: A good test should be easy to administer, score, and interpret within the given time and resource constraints. Complex tests that are difficult to manage are less practical.
• Comprehensiveness: The test should cover the range of language skills and content it aims to assess. It should provide a balanced evaluation of different aspects of language proficiency.
• Diagnosticity: A good diagnostic test helps identify specific strengths and weaknesses of a learner. It provides information that can be used to tailor future instruction.

Why 'Testing what the student does not know' is not a criterion:

• Focus on Learning: The primary goal of assessment is to gauge what a student *has learned* and understood, not to identify gaps in a punitive way during a formal test. While identifying weaknesses is a function of diagnostic assessment, the phrasing implies testing for the sake of finding ignorance, which is counterproductive to a learning environment.
• Purpose of Assessment: A test should reflect the instructional objectives and the learning outcomes achieved. It's about measuring mastery of taught material, not random ignorance.
• Student Motivation: A test that solely focuses on what a student *doesn't* know can be demotivating and anxiety-inducing. Effective assessment should build confidence by acknowledging what has been mastered.
• Constructive Feedback: Assessment should lead to constructive feedback that helps students improve. Simply highlighting what is unknown without context or support is not pedagogically sound.