Abstract
This entry begins by defining the key concepts of standardized test, standardization, and proficiency test. Then a case is made for understanding these concepts within the context of two testing families (and six testing purposes): norm‐referenced (including aptitude, proficiency, and placement testing) and criterion‐referenced (including diagnostic, progress, and achievement testing). The entry then zeroes in specifically on standardized English language proficiency (ELP) tests and their pedagogical implications including the salient characteristics that teachers need to recognize in order to correctly identify ELP tests as well as the five stages (and attendant 15 steps) that teachers should look for in judging the degree to which an ELP test is indeed standardized: designing/creating the test, collecting/analyzing pilot data, establishing norms, equating forms, and validating scores/decisions. The entry then discusses how shifting pedagogical realities have affected the major standardized ELP tests, as well as the ESL/EFL teacher's responsibilities vis‐à‐vis standardized ELP tests.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
