Monday, 22 May 2017

Proficiency Tests

Proficiency tests measure candidates’ ability in a particular language. These tests are regardless of any training they may have undergone, or any course they may have attended. The content of proficiency tests is thus based neither on any language course contents nor its objectives.

What then is a proficiency test based on? Proficiency tests are based on a specification of what the candidates may be able to do with the language in order to be called proficient in that language. To understand proficiency tests, we must define the term ‘proficiency’. To say you have proficiency means to say you have sufficient command of language for a particular purpose. For example, ‘proficient in English to be a proof reader in a publishing company’, ‘proficient in English to manage post graduate studies in English in the United Kingdom’, etc. Thus proficiency is related to the purpose for which the test is taken. This ‘purpose’ will be reflected in the content specification of the proficiency test, prepared at the early stage of test development. But proficiency is not a simple construct. As Spolsky (1983) states, an individual’s overall language proficiency might consist of different functional abilities. It could be influenced by many variables. For example, Carrell & Grabe (2010) state that reading proficiency in L2 in influenced by reading ability in L1 and general proficiency in L2.
Some proficiency tests are of a more general nature. These tests will have no particular programme or purpose in mind. They are conducted for candidates to know where they stand with regard to their target language skills. Cambridge Certificate of Proficiency in English (CPE) is an example. It assesses proficiency at CEFR level C2. These general proficiency tests show that the candidate has reached a certain level with respect to the abilities specified by the test. One advantage of these tests is that they are independent of any teaching institution. Therefore, they are used by many professional and educational institutions for admission. They are trusted by potential employers and educators in order to compare candidates coming from various backgrounds. This ‘gate-keeping’ function makes them very powerful. These tests specify in detail, what a successful candidate will be able to do in the target language. Tests are based on these specifications, to see how well a candidate can fulfil them.
Most proficiency tests use available specifications like Common European Framework Reference (CEFR). CEFR is one set of specifications used by many proficiency tests today. For a proficiency test to be effective and useful, well defined specifications are necessary.

Though proficiency tests are not based on any particular course or programme, these tests may have powerful backwash effect on the courses of study available. These effects could be positive or negative. 

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