TESTING AND MEASUREMENT

TESTING AND MEASUREMENT
Testing and measurement are used as assessment of the
educational process. The purpose of the study is to examine the
achievement in English language learning of medical students of the
Faculty of Medicine, Ramathibodee Hospital, Mahidol University,
Thailand. Quick Placement Test Version II was used to measure the
English proficiency dividing the students into three groups according
to high, medium, and low English ability level. The results of data
analysis show that only two students who got scores at the high level,
the rest were divided equally into the low and medium groups.
However, the English ability of all three groups increases after they
completed the English courses.
It is nowadays generally agreed that assessment is one of the
most important part of the educational process going beyond the usual
idea of formal tests and examinations. Assessment provides important
feedback of each and every stage of the teaching process. Students and
teachers, the teaching and learning process should all be assessed. The
results of assessment reflect how and what teachers teach, how and
what students learn, and what happens during both the teaching and
learning process. Traditionally, tests and exams are tools to assess
students’ achievement. Nowadays assessment takes in more activities.
Currently, tasks such as projects, portfolios, journals, and presentations
are included when assessing the performance of students. These
provide a more comprehensive and objective view of student
performance and skills. Such task based work projects, which
encourage students to integrate their knowledge and skills in order to
solve problems and transfer their knowledge to others, benefit students
themselves and their peers. At the same time, the results of these
assessments help teachers to improve teaching techniques since
instructional objectives, instructional activities, and tests are integrated.
Whatever type of test is used, it is clear that
monitoring of tests within a structured framework and design is very
important in providing teachers and course administrators information
regarding the effectiveness of their teaching as well as the
achievements of their students. The following research was
undertaken with the aim of finding out the usefulness of looking at
using tests to evaluate the effectiveness of a program.
Although much recent work has been done on testing and
evaluation, it is still difficult to design a test which is completely error
free. However we can try to ensure a more objective approach by
emphasizing three factors. These are practicality, validity, and
reliability of the test.
Practicality should be considered in advance, because to
administrate a test involves both institutional and student needs. When
administering a test, for example, both the constraints of the institution
and of the students will have to be kept in mind. Hence, parameters
such as time constraints, financial limitations, and seat arrangement as
well as the ease with which a test can be administered and scored are
all important factors.
The reliability of a test refers to “the
degree with which repeated
measurements, or measurements taken
under identical circumstance, will
yield the same results.
The validity of a test can be defined as “the degree with which
the measured value reflects the characteristic it is intended to measure”
(Lewis, 1996, p.4). Teachers may ask themselves “Does the test
measure what it is supposed to measure?” There are four ways to
establish validity: content validity, predictive validity, concurrent
validity, and construct validity.
A constructed validity is typically based on designing a
measure that logically follows from a theory or hypothesis. An
example would be the answers that we get from asking a question such
as “Is creativity defined as the ability to find original solutions to
problem?”
We can see that there is clearly a tension between reliability
and validity. In order to be valid it is necessary that the test be as
reliable as possible. However, a reliable test need not have any validity
at all.
The backwash effect can be defined as the direct or indirect
effect of examinations on teaching methods (Prodromou, 1995).
Examinations affect classroom instruction and activities and this may
be positive or negative (Heaton, 1990; Huges, 1989). Teachers and
students may orientate teaching as well as learning towards the
methods and “answers” that will allow them to pass examinations.
Whether consciously done or not, such consequences need to be kept
in mind and taken into consideration in planning testing procedures.
The context of the education system and situation in Thailand
has also been important. Contextually, increasing pressure from Thai
government and society has changed the nature of English learning
and teaching (ELT) at tertiary levels in Thailand. Goals and standards
of ELT have undergone substantial revision as set out by the Ministry
of Education in 2000. The quality of ELT has been identified as the
first and most important priority. Government authorities have begun
to monitor the overall quality of ELT being provided by each tertiary
institute. While some institutions might be able to conform to the
government, there are a substantial number who do not . In any case
all institutions have to strive to meet the new standards and
requirements ensuring (1) the achievement of students in the study of
English and (2) that the ELT provided is at the highest standard. In this
context, testing and evaluation are crucial as tools to help teachers and
administrators to evaluate achievements as well as make the necessary
policy and pedagogic decisions.