Tests as Tools

One of the most important things to keep in mind when making or using language tests is that tests and other assessments are tools. We want to use a test or assessment for a particular reason, to do a certain job, not “just because.” We should have in mind what that reason is, and who is likely to be taking the test, before we start planning the test—let alone before we start writing it. Almost without fail, the reason for giving the test will have something to do with making decisions about students, or other people (for example, prospective students, prospective employees, or people wanting to have their language ability certified for some purpose). These decisions, naturally, should inform the way that we design our tests (Mislevy 2007).Keeping in mind that a test is a tool can do a lot to clarify our thinking about how to use it. A particular tool is better for some tasks than for others, as anyone who has ever used pliers to remove a screw can understand. Similarly, a certain test might work quite well for one purpose, but not so well for something else. Some tools are poorly made, and are not useful for much of anything; so are some tests, particularly those that are random collections of questions thrown together without any planning. Likewise, some tools are well made, but are highly specialized; in the same way, a given test might be intended for a particular purpose, such as assessing the English-speaking ability of air traffic controllers, and it might do a wonderful job performing that task, but it might not be a good indicator of a doctor’s ability to converse with nurses and patients. Often, there may be several options available for a tool, some high-priced and some cheap, but one of the cheaper alternatives may do the job quite well enough, and while the more expensive options might work even better, they may not be better enough to justify the extra expense. Finally, to draw the tool analogy to a close, we should always keep in mind that nobody asks whether someone has a good tool that they can borrow. If someone needs a hammer, they ask for one, not for a screwdriver or wrench! In spite of this, though, it is an all-too-common occurrence for a teacher to ask colleagues if they know any good tests that can be used. Keeping this firmly in mind, we will next consider some of the purposes we use tests for, and some of the ways we look at test results.