In a recent article, I described why integrative testing is a better way of testing language competence than discrete-point testing. An integrative test draws on a variety of sources. Syntax, vocabulary, "schema," cultural awareness, reading skills, pronunciation and grammar are all factors the test maker and test taker need to keep in mind. The integrative test is generally considered to be a more reliable instrument for measuring language competence.

A test is a gateway to a higher level, but it is also a part of the real world that the learners will soon face, where communication is the key to success. See the following comments from ACTFL:

• Interpersonal communication: Learners interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions.
• Interpretive communication: Learners understand, interpret and analyze what is heard, read or viewed on a variety of topics.
• Presentational communication: Learners present information, concepts and ideas to inform, explain, persuade and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers or viewers.

Let's look at a variety of possibilities for testing.

The cloze test

The cloze test is a written passage with every fifth, sixth, seventh or other set word removed. The students then fill in the blanks with a fitting word. The following is an example of a cloze test based on something they have read, where students are given a choice:

Fill in the blanks with words from the list (One word is used twice.):

in/ very/ strokes/ almost/ this/ practicing/ they/ paddle/ lake/ strokes

We spent the morning kayaking on the lake. The lake was smooth and even with_____ no currents. This made it perfect for _____. Adam showed me how to use the______. A kayaker must learn several different paddle_____. One stroke simply moves the kayak forward. ______is harder than most people think until_______ try it. In the water, Kayaks are_________ light. Any little movement sends them off______ one direction or another. If the paddle______ are uneven, the kayaker could go around in circles instead of forward!

A cloze may delete words in order or delete certain words such as verbs, prepositions or articles. Cloze tests are integrative in that the students need to comprehend the subject matter as well as the grammar. Normally, the first and last sentence should be left intact unless the passage is familiar to the students.

Proficiency testing: Comprehension and production

Perhaps the most basic test is one where learners respond orally or in writing to a series of clues or conversation prompts. For example, a series of actions is shown and the students give responses based on what the people are doing. Or a scene can be shown — a living room or marketplace for example — and the students describe it and any action taking place.

The following are examples of questions:

Low (Novice) level:

• What is your name?
• Where do you live?
• Where were you last year?
• What time is it?
• Do you have a ... (car, child, stereo, etc.)

High (Advanced) level:

• How long will you study English?
• Compare this city to Paris (Munich, Cairo, etc.)
• How do you make a cake? (Or other task)
• Describe the best (worst) trip you have ever taken.

This type of proficiency testing measures more than one skill since it requires the learners to communicate ideas without recalling specifically memorized material. Learners are measured against a standard performance model, which is used as a reference point. The test takers are then judged accordingly.

The model is the educated native speaker of the language, and performance is judged by comparison to this standard on three planes — linguistic, evaluative and psychological. Linguistic accuracy in performing language tasks is checked along with an evaluation that indicates the highest level the test taker can maintain. Psychologically, the test taker should have a feeling of accomplishment and be aware of what he or she can and cannot do.

Thus three concerns might be prominent:

• On the linguistic plane, that learners' performances be authentic and accurate
• On the evaluative plane, that each level of instruction provides for future growth
• On the psychological plane, that instructional planning provides learners with a sense of reward and the feeling that they are communicating

Oral interview tests

Oral interview tests cannot be rehearsed by the students since they are not bound by the course material. They provide a measure of communicative competence missing from strictly grammar-based tests. However, the tester must stay on track.

In the following example, the last question represented a sudden departure from the subject matter and confused the test-taker:

• Question: Where did you spend your last vacation, Paul?
• Answer: In California.
• Question: What did you do in California?
• Answer: I went to Disneyland and I went to the beach.
• Question: What is your sister like? (The question had to be repeated twice before Paul answered it.)

The sudden shift in content led to a breakdown in communication since Paul was not thinking about his sister who was not with him on the trip. Oral testing should test structures in a realistic interactive context.

To test the future, the following format may be used:

• Will you go on a trip this weekend?
• (If yes) Where/with whom? How?
• (If no) Why not? What will you do? Why?
• Are you going to take this course next semester?
• Why or why not?
• Do you want more listening comprehension next time or more readings?

The prompts show several ways of indicating future time and allow for a wide variety of responses. In addition to the expression of future time, the oral test allows the test maker to check word order, vocabulary, question formation and pronunciation.

Creating a dialogue in a given situation is another way to test language usage:

Last Monday, Fred did not wake up on time. He did not hear the alarm, so he slept until 8:30. His roommate, Pierre, got up and ran into his room.

"Hurry up. You're late."

"____________________________ it?"

"8:30. Don't you have class at 9:00?"

"____________________________."

"____________________________."

"____________________________?"

"Ride your bike. You can do it."

"____________________________."