Reliability

2.3  Reliability

According to Bynom (Forum, 2001) reliability shows that the test’s results will be similar and will not change if one and the same test will be given on various days. The author of the paper is of the same mind with Bynom and presumes the reliability to be the one of the key elements of a good test in general. For, as it has been already discussed before, the essence of reliability is that when the students’ scores for one and the same test, though given at different periods of time and with a rather extended interval, will be approximately the same. It will not only display the idea that the test is well organized, but will denote that the students have acquired the new material well.

A reliable test, according to Bynom, will contain well-formulated tasks and not indefinite questions; the student will know what exactly should be done. The test will always present ready examples at the beginning of each task to clarify what should be done. The students will not be frustrated and will know exactly what they are asked to perform. However, judging form the personal experience, the author of the paper has to admit, that even such hints may confuse the students; they may fail to understand the requirements and, consequently, fail to complete the task correctly. This could be explained by the fact that the students are very often inattentive, lack patience and try to accomplish the test quickly without bothering to double check it.

Further, regarding to Heaton (1990:13), who states that the test could be unreliable if the two different markers mark it, we can add that this factor should be accepted, as well. For example, one representative of marking team could be rather lenient and have different demands and requirements, but the other one could appear to be too strict and would pay attention to any detail. Thus, we can come to another important factor influencing the reliability that is marker’s comparison of examinees’ answers. Moreover, we have to admit a rather sad fact but not the exceptional one that the maker’s personal attitude towards the testee could impact his/her evaluation. No one has to exclude various home or health problems the marker can encounter at that moment, as well.

To summarize, we can say that for a good test possessing validity and reliability is not enough. The test should be practical, or in other words, efficient. It should be easily understood by the examinee, ease scored and administered, and, certainly, rather cheap. It should not last for eternity, for both examiner and examinee could become tired during five hours non-stop testing process. Moreover, testing the students the teachers should be aware of the fact that together with checking their knowledge the test can influence the students negatively. Therefore, the teachers ought to design such a test that it could encourage the students, but not to make them reassure in their own abilities. The test should be a friend, not an enemy. Thus, the issue of validity and reliability is very essential in creating a good test. The test should measure what it is supposed to measure, but not the knowledge beyond the students’ abilities. Moreover, the test will be a true indicator whether the learning process and the teacher’s work is effective.

Chapter 3

Types of tests

Different scholars (Alderson, 1996; Heaton, 1990; Underhill, 1991) in their researches ask the similar question – why test, do the teachers really need them and for what purpose. Further, they all agree that test is not the teacher’s desire to catch the students unprepared with what they are not acquainted; it is also not the motivating factor for the students to study. In fact, the test is a request for information and possibility to learn what the teachers did not know about their students before. We can add here that the test is important for the students, too, though they are unaware of that. The test is supposed to display not only the students’ weak points, but also their strong sides. It could act as an indicator of progress the student is gradually making learning the language. Moreover, we can cite the idea of Hughes (1989:5) who emphasises that we can check the progress, general or specific knowledge of the students, etc. This claim will directly lead us to the statement that for each of these purposes there is a special type of testing. According to some scholars (Thompson, 2001; Hughes, 1989; Alderson, 1996; Heaton, 1990; Underhill, 1991), there are four traditional categories or types of tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. The author of the paper, once being a teacher, can claim that she is acquainted with three of them and has frequently used them in her teaching practice.

In the following sub-chapters we are determined to discuss different types of tests and if possible to apply our own experience in using them.