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Testing and evaluation of language skills and competencies are very important components of language teaching. Testing becomes an integral part of teaching because it provides significant information or inputs about the growth and achievement of learner’s difficulties, styles of learning, anxiety levels. Effective teaching and effective testing are two sides of the same coin. A curriculum is what constitutes a total teaching-learning programed composed of overall aims, syllabuses, materials, methods, and testing in short. It provides a framework of knowledge and capabilities, selected to be appropriate to a particular level. The test evaluates not only the progress and achievement of learners but also the effectiveness of the teaching materials and methods used. Testing is a technique of obtaining information needed for evaluation purposes. It is a method of measuring a learner’s ability on knowledge in a given area.
Assessment is integral to the teaching-learning process, facilitating student learning and improving instruction, and can take a variety of forms. It is the process of collecting information or evidence of a learner’s learning progress and achievement over a period of time in order to improve teaching and learning. It is typically used to describe a process aimed at improving student learning. It is not based on one test or one task, nor is it expressed by mark or grade, but rather in a report from with scales or levels as well as description and comment from the teacher. Evaluation is a typically broader concept that assessment as it focuses on the overall or summative experience.
In language teaching, there are lots of tests may be given to students at different stages of the course. Placement testing is used to place students in the right class according to their language level or ability. Diagnostic testing is used to “diagnose” what a student knows and does not know. It typically happens at the start of a new phase of education, like when students will start learning a new unit. The test covers topics students will be taught in the upcoming lessons. Teachers use the diagnostic testing information to guide what and how they teach. For example, they will plan to spend more time on the skills that students struggled with most on the diagnostic test. If students did particularly well on a given section, on the other hand, they may cover that content more quickly in class. Students are not expected to have mastered all the information in a diagnostic test. Others like Progress tests, practice tests, and external examinations may also be given to the learners of the target language.
