Diagnostic test - A type of test which is designed to show what language skills or knowledge a learner already has. It is often used by a teacher to find out how much a learner knows before beginning a language course, Placement test - A test administered in order to place students in a group or class at a level appropriate to their degree or knowledge and ability., Proficiency test - A test which measures general ability or skill, without reference to any specific course of study or set of materials., Integrative test - Used to test two or more (often a number of) skills or features of language together, e.g. a writing task tests the student’s grammar, vocabulary, punctuation, spelling, etc. Contrasted with Discrete point testing, which tests a single element of language or skill at a time., Achievement test -  Measures how much of the language taught during a period of time has been learned, usually taken at the end of a course., Indirect Testing - A test or task which attempts to measure the abilities underlying a language skill, rather than testing performance of the skill itself. An example is testing writing ability by requiring the candidate to mark structures used incorrectly in a text., Direct Test - A test which that uses speaking tasks to measure speaking ability or writing tasks to measure writing ability. It might employ tasks which replicate real-life activities, e.g. role-playing a job interview, writing a letter of complaint, or reading and completing an application form., Formative Assessment - Assessment which checks students' progress during a course. Feedback can be used to reshape teaching/learning / influence the development of the rest of the course / decide what needs to be reviewed/focused on next. Only tests what has been taught on the course / does not test students' overall ability., Summative Assessment - Testing which takes place at the end of a course or programme of instruction.  , Normative Test or Norm-referenced Test - A test which compares test takers to each other rather than against external criteria., Criterion referenced test - A test in which the candidate's performance is interpreted in relation to predetermined criteria. Emphasis is on attainment of objectives rather than on candidate's scores as a reflection of their ranking within the group., Adaptative Test - A form of testing in which items are selected during the test on the basis of their difficulty, in response to an estimate of the ability of the candidate. Often used to refer to a computer administered test., Cloze test - A type of gap-filling task in which whole words are deleted from a text. In the traditional type, deletion is every nth word. Instead of words, short phrases may also be deleted., C-test - A type of gap-filling task in which the second half of certain words are deleted. The frequency of deletion can be as high as every second word., Validity - The extent to which scores on a test enable inferences to be made which are appropriate, meaningful and useful, given the purpose of the test., Content validity - A test is said to have this kind of validity if the items or tasks of which it is made up constitute a representative sample of items or tasks for the area of knowledge or ability to be tested. These are often related to a syllabus or course., Face validity  - The extent to which a test appears to candidates, or those choosing it on behalf of candidates, to be an acceptable measure of the ability they wish to measure. This is a subjective judgement and often considered not to be a true form of validity., Predictive validity - A test has this type of validity if it measures what it is set out to measure. In a writing test, students should be able to use writing subskills (i.e. paragraphing, cohesion) rather than just write isolated sentences), Concurrent validity - When a new test is designed, it is said to have this kind of validity if the scores it gives correlate highly with a recognized (external) criterion which measures the same area of knowledge or ability., Backwash effect - The impact of a test on classroom teaching. Teachers may be influenced by the knowledge that their students are planning to take a certain test, and adapt their methodology and the content of the lesson to reflect the demands of the test. The result may be positive or negative., Reliability - The consistency or stability of the measures from a test. The more reliable a test is, the less random error it contains., Inter-rater reliability - An estimate of test reliability based on the degree to which different assessors agree in their assessment of candidates' performance., Intra-rater reliability - An estimate of the reliability of assessment, based on the degree to which the same assessor scores the same performance similarly on different occasions., Replicability - The possibility of repeating the findings of a test on more than one occasion, thus increasing the confidence in the results., Split-half reliability - An internal consistency measure of reliability. The estimate is based on a correlation between the scores of tow half tests.,

Delta: (3) Testing

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