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Introduction to Testing

What Is Language Testing, and Why Is It Important?


For many people, the word testing can cause unen- learner’s knowledge of a language and ability to
thusiastic feelings. Teachers may not like the time that use it (Chapelle & Brindley, 2010). In order for a test
testing takes away from instruction, and students may to provide useful information to its users, it must be
feel anxious about their performance on tests. Testing, valid. Validity refers to whether a test measures what
however, can be a useful tool for both teaching and it claims to measure. The Explore Our World assess-
learning. Assessments can provide useful feedback ments claim to measure the language presented in the
to inform teachers and learners about what and how Explore Our World curriculum. Each test in the series
much has been learned. In turn, this provides helpful has been developed in conjunction with the Explore
information to teachers on whether teaching objec- Our World curriculum. Test items and tasks are mod-
tives have been met. eled after the way language is presented and used in
The goal of language testing is to collect informa- the Explore Our World Student Books.
tion in order to make judgments about a language

Assessments Included in the Explore Our World Series


The assessments developed for the Explore Our student would likely be placed in Explore Our World
World series aim to be a comprehensive set of tools Levels 1 or 2. The teacher would then administer
that teachers can use throughout the delivery of the speaking and listening tasks appropriate for a Level
curriculum. The Explore Our World assessment pack 1 or 2 student. The teacher should administer these
contains two types of tests: diagnostic tests, which speaking and listening tasks and determine the appro-
intend to measure a student’s English language abil- priate level based on student performance.
ity prior to using the curriculum, and summative tests,
Levels 3–4:
which intend to measure a student’s English language
If a student passes Grammar A and B, but not
ability after using a portion of the Explore Our World
Grammar C and D, he or she is likely a Level 3 or 4
curriculum. A description of each test follows. The
student. The teacher should administer speaking tasks
Explore Our World curriculum also contains formative
appropriate for a Level 3 or 4 student and determine
assessment resources in the teacher’s manuals.
the appropriate level.
Placement Test  The Placement Test is a diagnostic Levels 5–6:
test intended to be used prior to students entering the
If a student passes Grammar A–D, he or she is
Explore Our World series. Its purpose is to determine
likely a Level 5 or 6 student. The teacher should ad-
the Explore Our World level appropriate to a student’s
minister speaking tasks appropriate for a Level 5 or 6
English language ability. The Placement Test is designed
student and determine the appropriate level.
to measure students’ existing English language abilities
Final determination of student placement, of
based on the Explore Our World curriculum framework.
course, should be based on the discretion of the
General topics with which students may be familiar, such
teacher who administers the test. The placement test
as home life and recreation, have been used as the basis
is to be used as a tool to help teachers elicit enough
for the test content.
English language to show evidence of students’ over-
The Placement Test uses “cut scores” as the basis
all ability.
for making basic judgments about students’ English
language abilities. The test begins with a grammar
section focused on beginner or advanced levels—
Pre-Tests The Explore Our World assessment pack
contains a Pre-Test for each level of the series, also
Levels 1 and 2 and Level 5—to help teachers make
intended to be used as diagnostic tests, but at a finer
determinations about an approximate level of stu-
level of detail than the Placement Test. A teacher may
dent language ability. Grammar A and B focus on
opt to use a Pre-Test at the start of a year to deter-
grammar presented in Levels 1 and 2, and Grammar
mine a class’s overall knowledge of material covered
C and D focus on grammar presented in Level 5. If a
in a particular level and plan instruction accordingly.
student passes Grammar A and B, he/she proceeds
Alternatively, if students are enrolled on a rolling ba-
to Grammar C and D; if not, he/she can move on to
sis, a teacher might use a Pre-Test to determine how
beginning speaking tasks. Based on student per-
much a particular student knows about the English
formance on Grammar A and B (and C and D), the
language skills covered in a particular level.
teacher makes a determination about how many
The Pre-Tests contain sections on listening, gram-
speaking tasks the student will take.
mar, reading, listening comprehension, and speaking.
Levels 1–2: The listening section is designed to test students’
If a student has not completed Grammar A and knowledge of high-frequency topical vocabulary from
B successfully, the teacher would determine that the the units. The grammar section tests select grammar

2 Introduction
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Introduction to Testing

topics from the level. Additionally, other grammar use this valuable information to determine whether
topics are integrated into the listening comprehension students have met learning goals.
and speaking sections in order to judge how students
make use of grammar in less structured items. Reading Mastery Tests  Two Mastery Tests have been
passages on the tests are based on one unit of the lev- developed for each level of the series. The Mastery
el; typically reading texts from the Student Book are Tests are designed as summative tests and cover
modified to make them shorter and simpler. Reading material from four units. The format and length of
items are intended to test reading comprehension. the Mastery Tests is the same as Unit Quizzes: each
Listening comprehension tasks are focused on vo- test contains a section on listening, grammar, reading,
cabulary and several grammar points from the level. listening comprehension and speaking. However,
Speaking tasks are focused on one topic and several because Mastery Tests cover four units’ worth of
grammar points from the level. material, the breadth of information is greater.
The Pre-Tests are not comprehensive; that is, they Mastery Tests are intended to provide valuable
do not reflect everything that is taught in the level. information on whether students are retaining
Rather, the Pre-Tests sample a range of important information over the course of the level. Teachers
grammar and vocabulary topics from different units can use Mastery Tests as opportunities to review on
of the book. Pre-Tests are designed to inform teachers a regular schedule and develop activities that help
of students’ English language knowledge and abilities students integrate language learned across units.
in order to plan for instruction. Pre-Tests are optional The information gained from Mastery Tests can help
and they are not intended for, and should not be used teachers determine whether students are retaining
for, grading purposes. language on a long-term basis.

Unit Quizzes  For each unit of each level, a Unit Final Tests  A Final Exam has been developed for
Quiz has been designed. The quizzes are designed each level of the series. The Final Exams are summa-
as summative achievement tests, focused specifically tive tests and are intended to cover the comprehensive
on the English language taught in each unit of the range of vocabulary, grammar, reading, listening com-
Explore Our World series. prehension, and speaking skills targeted in each unit of
Each quiz contains listening, grammar, reading1, every level. The format of the Final Exam is the same
and speaking sections. Levels 3–6 also contain listen- as Unit Quizzes and Mastery Tests; each exam contains
ing comprehension sections. Listening sections test listening, grammar, reading, listening comprehension,
vocabulary presented in the unit, using grammatical and speaking sections. However, on the Final Exam,
structures that have also been covered. There are typi- each item relates to a different unit in the book.
cally six listening items that contain visual depictions
of the vocabulary. The grammar section tests gram-
mar presented in the Student Book’s two grammar Test and Score Use
lessons. Reading sections test reading comprehension. Tests and quizzes in the Explore Our World series
Texts are typically derived from the Student Book, have a designated number of points associated with
but are shortened and modified to make them easier items and tasks. Typically each test item has been des-
for students to understand when working indepen- ignated as one (1) point, scored as correct or incorrect.
dently. Listening sections emphasize grammar and Speaking tasks contain 4–7 prompts on Unit Quizzes,
vocabulary from the unit and test students’ listening 8–10 prompts on Mastery Tests, and 10–14 prompts
comprehension. Speaking sections use photographs on the Final Tests (at least one from each unit). Each
and illustrations to prompt student thinking and test prompt is worth two (2) points, and is assessed as
a combination of grammar and vocabulary from meets expectations (2 points), does not meet expecta-
the unit. The speaking tasks contain four to seven tions (1 point), or does not respond (0 points).
speaking prompts and have been developed so that Teachers should add the total number of score
teachers may expand upon them if they wish to points on the entire test or quiz to determine the raw
further test students’ speaking abilities. Tasks are in- score. As a classroom-based assessment system, the
tended to be administered one-on-one, perhaps on a final scoring of the tests and quizzes may be deter-
separate testing day. mined locally. The raw score need not be the final
Quizzes are intended to assess the most important evaluation. Teachers may weight different sections
vocabulary, grammar, and communicative abilities of the test at their discretion. Similarly, a teacher may
that have been addressed in each unit. Teachers can

1 Quizzes for Level 1, Units 1–3 do not contain reading passages because it is assumed that students have not acquired
enough English to warrant testing reading.

Introduction 3
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Introduction to Testing

decide after looking at the items of a test, that certain and state them verbally, so that testing procedures
items are more difficult because less time was spent in are clear to all students.
class on learning the material. All summative tests are
5. Manage time. Teach students to pace themselves
intended to measure progress and may be used for
based on how long the test should take to
grading purposes.
complete. If needed, write the time on the board
and remind them when they should be starting a
Testing Tips for Teachers and different activity in the test.

Students 6. Create a comfortable seating environment.


Consider how students are placed in the
To help testing go smoothly, the following 10 tips classroom and determine whether a new seating
are provided for teachers and students: arrangement is needed.
1. Have a positive attitude. A teacher’s positive 7. Skim the test. Tell students to look at the entire
attitude toward testing and test scores can help test first. Remind students to read directions
students approach the testing situation with carefully and look at practice examples.
constructive feelings.
8. Focus on the positive. Remind students to focus
2. Make testing a part of learning. Teachers should on what they know and come back to difficult
make testing part of the overall instructional questions at the end.
program. For example, teachers should tailor
9. Write and speak in complete sentences. Remind
classroom activities and homework assignments to
students that they should always write in complete
learning outcomes, and create review sheets and
sentences when answering questions or completing
study guides that students can use to prepare for
a writing task, and that during speaking tasks, they
tests.
should answer with complete sentences.
3. Review regularly. Reviewing content regularly in
10. Review your answers. Teach students to take
class will help reinforce learning and will also help
time at the end of testing to review answers and
students prepare for quizzes and tests.
responses.
4. Be prepared. Before any test, think about what References
will be needed for the testing situation. Bring extra
pencils, scrap paper, and erasers. Plan for what Chapelle, C., & Brindley, G. (2010). Definitions
students will do after the test while other students of language testing. Retrieved from http://
are finishing. Write all of the directions and languagetesting.info/whatis/lt.html
guidelines on the board before the testing session

4 Introduction
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Name   Date 

Placement Test
A Circle the correct answer.
1. Are there any apples on the tree? No, there .

a. are b. is c. aren’t d. isn’t

2. there any cookies on the table? Yes, there are.

a. Are b. Is c. Can d. Want

3. I to play soccer.

a. can b. can’t c. likes d. like

4. they like to play soccer?

a. Are b. Is c. Do d. Does

5. Can hippos fly? No, they .

a. do b. can c. can’t d. doesn’t

6. Can a fish swim? Yes, it .

a. do b. can c. can’t d. doesn’t

7. A horse fly.

a. can b. can’t c. is d. isn’t

8. A duck swim.

a. can b. can’t c. is d. isn’t

9. does he get up? He gets up at 7:00.

a. How b. Where c. Are d. When

10. many sisters do you have?

a. What b. Where c. How d. When

Placement Test 5
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B Circle the correct answer.
Placement Test

1. What are ? They’re shoes.

a. this b. it c. they d. that

2. What is ? It’s a shirt.

a. it b. they c. these d. those

3. Where is the phone? in the kitchen.

a. It b. It’s c. They d. They’re

4. Where are the lamps? in the bedroom.

a. It b. It’s c. They d. They’re

5. Where is the table? in the kitchen.

a. It b. It’s c. They d. They’re

6. The are playing basketball at the park.

a. child b. person c. children d. parent

7. Who’s the next to your father?

a. person b. people c. students d. parents

8. The are coloring.

a. student b. person c. students d. child

9. a tiger have claws?

a. Do b. Does c. Doing d. Don’t

10. She’s eating egg.

a. any b. two c. an d. a

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C Complete the sentences. Use words from the box.

Placement Test
might carry put going to has

haven’t isn’t use to weren’t must

 1. If the weather is cold, I on my coat.

 2. If it rains, I an umbrella.

 3. The piano is loud, it?

 4. The dogs were cute, they?

 5. Have you ever seen an octopus? No, I .

 6. Has she ever been to a concert? Yes, she .

 7. We protect our resources before they disappear.

 8. People didn’t have electric lights.

 9. You not see a comet on a cloudy night.

10. Is it snow?

D Complete the sentences. Use words from the box.


as than to Everyone which

No one worse who more You

1. in my group saw the fossils. They were amazing!

Placement Test 7
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2. wants to play in the park in the rain.
Placement Test

3. I play the flute better she does.

4. I have a headache, but you don’t. I feel than you do.

5. Rosa gave a comic book me.

6. My friend collects comic books likes to read.

7. My dog is white as snow.

8. The you practice, the better you play.

9. should always try to succeed.

10. Soccer is a sport you play with a ball.

E Write the names of five things in this picture.

1.

2.

3.

4.

5.
8 Placement Test
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F Look at the picture on page 8. Answer the
questions. Write complete sentences.

Placement Test
1. What is the mother wearing?

2. What are the children doing? 

3. What’s the weather like?

4. Are there any birds?

5. How do the flowers look?

G Look at the picture on page 8. Answer the questions


about the people. Write complete sentences.
1. Does the mother have a cell phone?

2. Who is older than the boy?

3. Who has curly hair?

4. Did the boy throw the ball?

5. Look at the children. Who is shorter?

Placement Test 9
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Placement Test Speaking
Placement Test  Speaking

10 Placement Test
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Placement Test  Speaking Prompts
Placement Test
Speaking Prompts
Task 1: Point to the boy sitting at the table in the image at the top of page 10. Say This is Mario. Point to the other
people in the picture. Say This is Mario’s family. Look at the picture. Answer my questions. Use complete sentences.
Now listen to an example. Ask Who is she? Point to the woman sitting at the table. Say She’s Mario’s mother. Begin
the test. (point to Mario’s family). Say I will ask you about Mario and his family. Use complete sentences.
Teacher Expected Student Response

Look at the people. How many sisters does Mario have? He has one sister. OR, Mario has one sister.
Where are they? (Point to the kitchen.) They’re in the kitchen.
What is this? (Point to the sink.) It’s a sink.
What is this? (Point to the stove.) It’s a stove.
Where is Mario’s brother? (Point to the boy holding the
He’s next to the stove. OR, He’s in front of the door.
basketball.)
Where is the refrigerator? It’s next to the sink. OR, It’s behind Mario’s mother.
What is Mario’s brother wearing? He’s wearing a shirt, a jacket, pants, and sneakers.
Is there a window in the kitchen? Yes, there is.
It’s between the sink and the refrigerator. OR, It’s next
Where is the clock?
to the sink. OR, It’s next to the refrigerator.
Is there a lamp in the kitchen? No, there isn’t.

If student is able to answer at least five of the questions above, go to the following task.

Task 2: Say Look at the picture at the top of page 10. I’m going to ask you some more questions. Use complete
sentences.
Teacher Expected Student Response
No, there aren’t any tomatoes (on the table). OR, No,
Are there any tomatoes on the table?
there aren’t any.
What is this? (Point to the loaf of bread.) It’s a loaf of bread. OR, It’s bread.
What is this? (Point to the can of soda.) It’s a can of soda. OR, It’s soda.
Look at the clock. What time is it? It’s seven fifteen.
Responses will vary but should use looks. For example:
How does the bread look?
It looks delicious.
Is Mario going to eat breakfast? No. He’s going to eat dinner.
Who is the youngest child? Mario’s sister is the youngest child.
What should Mario’s brother (point to boy holding Responses will vary, but should use should. For example:
basketball) do before he eats dinner? He should wash his hands before he eats dinner.
Who has curly hair? Mario’s mother has curly hair.
Who wears glasses? Mario’s sister wears glasses.

If student is able to answer at least four of the questions above, go to the following task.

Placement Test 11
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Placement Test  Speaking Prompts

Task 3: Say I’m going to ask you some more questions. Use complete sentences.
Teacher Expected Student Response
(Point to the boy on the left in the picture on the left
in the second row on page 10.) This is Mario’s brother, He was playing basketball before dinner.
Tony. What was Tony doing before dinner?
(Point to picture on left in second row of page 10.) What Responses will vary. For example: He’s good at playing
is Tony good at doing? basketball.
Look at the weather in these pictures. (Point to the Responses will vary, but should tell how the weather
pictures in the second and third rows.) What happened to changed: First it was sunny. Then it was cloudy. Next
the weather? there was a thunderstorm. Then it was sunny.
What’s that? (Point to the lightning in the picture on the
It’s lightning.
left in the third row.)
Tony thinks his parents might be angry. (Point to the
Responses will vary. For example: His parents might be
thought bubble in the picture on the left in the bottom
angry because Tony is outside in a thunderstorm.
row on page 10.) Why might they be angry?
How did Tony feel the more he thought about his Responses will vary. For example: The more he thought
parents? about his parents, the more worried Tony became.
What happened when the sun came out after the
Responses will vary. For example: Tony ran home.
storm? (Point to the picture on the right in the last row.)

12 Placement Test
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Placement Test  Answer Key
Placement Test G   (5 pts)  1. Yes, she does. 2. The mother is older
than the boy. 3. The mother has curly hair. 4. Yes,
A   (10 pts)  1. C 2. A 3. D 4. C 5. C 6. B 7. B he did. 5. The girl is shorter than the boy. OR, The
8. A 9. D 10. C girl is shorter than the boy is.

B   (10 pts)  1. C 2. A 3. B 4. D 5. B 6. C 7. A
8. C 9. B 10. C
Speaking
Task 1  (20 pts)
C   (10 pts)  1. put 2. carry 3. isn’t 4. weren’t
5. haven’t 6. has 7. must 8. use to 9. might See Speaking Prompts page 11 for the expected
10. going to student responses.
Task 2  (20 pts)
D   (10 pts)  1. Everyone 2. No one 3. than
See Speaking Prompts page 11 for the expected
4. worse 5. to 6. who 7. as 8. more 9. You
student responses.
10. which
Task 3  (14 pts)
E   (5 pts)  1. Answers will vary: a girl 2. Answers See Speaking Prompts page 12 for the expected
will vary: a boy 3. Answers will vary: trees student responses.
4. Answers will vary: clouds 5. Answers will vary:
a ball

F   (5 pts)
1. She’s wearing a hat, a shirt, a skirt, socks,
and shoes.
2. They’re playing with a ball. OR, They’re
throwing a ball.
3. It’s sunny. OR, It’s cloudy.
4. Yes, there are. OR, Yes, there are some
(in the sky).
5. Answers will vary: They look beautiful.

Placement Test 13
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