Since the second-language learner must understand the language system in order to use the language to communicate, approximately one half of each test should be designed to test comprehension of and ability to produce and manipulate the components of the language system. At the beginning levels, when the students are working with hearing, pronouncing, reading, and writing sounds, the student's knowledge of the sound system should be tested. Also, each test should contain items designed to determine the student's knowledge of the grammar and the vocabulary of the unit. At more advanced levels, items testing the sound system are less important, but grammar and vocabulary should continue to be emphasized.
The teacher should remember in preparing test items that the objective is to test student understanding of the language system. That is, she should construct the items in such a way that the students cannot answer rotely. Given the limited time available in any class period, items such as Give the first-language equivalents of the following list of words, and Write the first-person singular of each of the following irregular verbs , should be discarded in favor of such items as Give the words that will correctly complete each of the following sentences , and Write the appropriate forms of the verb to be in the following conversation. Too, all structures taught should be tested. Tests that contain only grammar items do not cover the entire spectrum of the language system. Testing for competence should also cover, as taught, vocabulary and sounds.
Some teachers may test only rote learning of vocabulary and grammar. Others test in context, but they test only grammar with a few vocabulary items for variety. Still others may want to test only performance skills and to ignore entirely items geared toward the validation of the acquisition of competence. As attractive as the latter may appear, following such a procedure would be detrimental to student learning for two important reasons. First, including items on grammar, vocabulary, and sounds encourages students to study and learn the component elements of the language. If they have been asked to learn a list of vocabulary words in the lesson, some of those words should appear on the test. Second, the results of test items over the basic unit material summarize for the students specific concepts and content that should be reviewed and indicate to them how they may strive to improve in future units.
Where does the teacher obtain types of test items? The answer is simple—from the text and from selected classroom activities. (Examples of exercises designed to develop competence are given in each of the skill
504 Part Two: Practice
chapters and in the chapters on general guidelines and lesson planning.) These are exercises in which the students demonstrate the ability to produce and manipulate forms in meaningful contexts. From the point of view of instructional objectives, items testing for competence are based on cognitive- behavioral objectives. If the teacher decides, for some reason, that types of items other than those previously practiced in class should be incorporated into tests, she should purposefully make them a part of the class hour on occasion so that the students will be prepared for such items.