Discrete-Point and Integrative Testing

         Discrete-Point and Integrative Testing

1.      The Definition

Discrete-Point are constructed on the assumption that language can be broken down into its component parts and that those parts can be tested successfully. These components are the skills of listening, speaking, reading, and writing, and various units of language (discrete points) of phonology/graphology, morphology, lexicon, syntax, and discourse. An overall language proficiency test should sample all four skills and as many linguistic discrete points as possible. In the face of evidence that in a study each student scored differently in various skills depending on his background, country and major field, one of the supporters (Oller) of the unitary trait hypothesis retreated from his earlier stand and admitted that “the unitary trait hypothesis was wrong” (1983, p.352)

Integrative Testing, Language competence is a unified set of interacting abilities that cannot be tested separately. Communicative competence is so global and requires such integration that it cannot be captured in additive tests of grammar, reading, vocabulary, and other discrete points of language. Two types of tests have historically been claimed to examples of integrative tests: cloze test and dictation. Unitary trait hypothesis: It suggests an “indivisible” view of language proficiency; that vocabulary, grammar, phonology, the “four skills”, and other discrete points of language could not be disentangled from each other in language performance.

2.      Types of Test

a.       Discrete-Point

Discrete point tests are always indirect, types of this test is:

F Diagnostic tests of grammar: Does the test which could take 30 minutes then get your feedback and record the score.

b.      Integrative Testing

Integrative Testing have two types of tests:

F Cloze Test: is a reading passage (150-200) in which roughly every sixth-seventh word has been deleted; test taker is required to supply words that fit into those blanks. Cloze test results are good measure of overall proficiency. According to the theoritical constructs underlying this claim, the ability to suplay appropriate words in blanks requires a number of abilities that lie at the heart of competence in a language: knowledge of vocabulary, grammatical structure, discourse structure, reading skills and strategies, and an internalized “expectancy” grammar (enabling one to predict an item that will come next in a sequence).

F Dictation: Learners listen to a passage of 100 to 150 words read a lot by administrator or audiotape, and write what they hear, using correct spelling. The listening portion usually has three stages: an oral reading without pauses; an oral reading with long pauses between every phrase; reading at a normal speed. Success on a dictation requires careful listening, reproduction in writing of what is heard, efficient short-term memory, and to an extent some expectancy rules to aid the short-term memory.

3.      The Advantages and The Disadvantages

a.       Discrete-Point

F The Advantages

·         Easy to score and achieve reliable scoring (objective)

·         Easily administered & statistically analyzed

·         Can be norm (compared with other test takers) or criterion (reached objective) referenced

F The Disadvantages

·         May focus on what test takers know about the language rather than if they can use it

·         Instruction may not go beyond a focus on/ manipulation of language components

·         Instruction may ignore effects of context

b.      Integrative Testing

F The Advantages

·        Focuses on ability to use language effectively for communicative purposes

·       Recognizes using a language involves the integration of its features--adds face validity

·        Considers context (appropriacy)

F The Disadvantages

·  Challenging to create clear, meaningful, comprehensive rubrics & level descriptors

·        Potentially not reliable