Group 3 (Standardized Testing)

Standardized Testing
- Falaah yaasiin
- Achmad Marzuqi A. M
- silviana Nabilah
What is standardization?
A standardization test presupposes certain standard
objective, or criteria that are held constant across one
form of the test to another test
Good standardization is The product of thorough process

of empirical research and development.
It measures children’s mastery of the standards or

competencies that have been prescribed for specific grade
levels
Advantages and Disadvantages Of Standardized Test
Advantages:
● free the teacher from having spend hours creating test.
● Administration to large groups can be accomplished within reasonable limits.
● In the case of multiple-choice format, scoring procedures are streamlined for either scannable
computerized scoring or hand-scoring with a hole-punched grid for fast turnaround time
Disadvantages:
● Inappropriate use of such test.
Ex: using an overall proficiency test as an achievement test simply because of the convenience
of the standardization
● Potential misunderstanding of the difference between direct and indirect thing
Developing A
Standardized Test
1. Determine the Purpose and Objectives of the Test
Standardized test are expexted to be valid and practical
 TOEFL (Test of English as a Foreign Language): to evaluate the English

proficiency of people whose NL is not English.
 Colleges and universities in the US use the score TOEFL score to admit or
refuse international applicants for admission
 To provide teachers some diagnostic information about student

2. Design Test Specification
Example:
TOEFL-Specidications: 1. Listening Section, 2. Structure Section, 3. Reading Section, 4. Writing
Section.
Each specs are not just stated that way, it should include what does it measures, what does it covered,
and what material it uses.
1. Listening section focuses on a particular feature of language or overall listening comprehension
2. Reading section aims to test comprehension of long/short passages, single sentence, phrases or
words
3. Design, Select and Arrange Test Task/items
• Once specifications for a standardized test have been stipulated, the task of
designing, selecting and arranging test task/items begins.
• The specs act much like a blueprint in determining the number and types of
items to be created
4. Make Appropriate Evalutions of Different Kinds of Items.
 Item Facility (IF) - % of people who give the right answer
 Item Discrimination (IDis) – indicates the extend to wich success on an item corresponds to
success on the whole test
 Item Difficulty (ID) – finding out the % of people who get the item right in the try-out group.
 Performing them may not be practical, especially if the classroom-based test is a one-time
test. But for a standardized multiple-choice test that is designed to be marketed
commercially, or administered a number of times, and administered in different form, these
indices are a must.
5. Specify Scoring Procedures and Reporting Formats
A systematic assembly of test items that have been validated to match the level of
difficulty expected, should result in a test that can be scored accurately and can
be reported back to test takers and institutions efficiently.
6. Preform Ongoing Construct Validation Studies
No standardized instrument is expected to be used repeatedly without a

rigorous program of ongoing construct validation. Any standardized test,
once developed, must be accompanied by systematic corroboration of its
effectiviness and by steps towards its improvement
Standardized Language Proficiency Testing
(comprise overall language ability)
Swain (1990) offered a multidimensional view of proficiency assessment by referring to 3 linguistic

traits (that can be assessed by means of oral, multiple-choice, and written responses):
a. Grammar (Greammatical accuracy within sentences)
b. Discourse (Cohesion and coherence)
c. Sociolinguistic (Social appropriateness of language use)

Four Standardized Language Proeficiency Test
- Standardized oral production test
1. TSE (Test of Spoken English)
2. OPI (Orals Proeficiency Inventory)
3. TWE (Test of Written English)

- Commercially produced standardized test of English language proficiency
1. TOEFL (The Test of English as a Foreign Language)
2. MELAB (Michigan English Language Assessment Battery)
3. IELTS (International English Language Testing System)
4. TOEIC (Test of English for International Communication)

THANK
YOU

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Standardized Testing

Good standardization is The product of thorough process

It measures children’s mastery of the standards or

Standardized test are expexted to be valid and practical

 TOEFL (Test of English as a Foreign Language): to evaluate the English

 To provide teachers some diagnostic information about student

1. Listening section focuses on a particular feature of language or overall listening comprehension

 Item Facility (IF) - % of people who give the right answer

No standardized instrument is expected to be used repeatedly without a

Swain (1990) offered a multidimensional view of proficiency assessment by referring to 3 linguistic

b. Discourse (Cohesion and coherence)

c. Sociolinguistic (Social appropriateness of language use)

- Standardized oral production test

1. TSE (Test of Spoken English)

2. OPI (Orals Proeficiency Inventory)

3. TWE (Test of Written English)

1. TOEFL (The Test of English as a Foreign Language)

2. MELAB (Michigan English Language Assessment Battery)

3. IELTS (International English Language Testing System)

4. TOEIC (Test of English for International Communication)

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