Testing for Language Teachers (Review)

Arthur Hughes (CUP 1989)

ISBN 0-521-27262-2 (Paper Back)

Testing has always been an imperative area in the field of language teaching and Arthur Hughes
integrates all features of testing through his creative contribution i.e. Testing for Language
Teachers. This title remains the most practical guide and a 'must read' for teachers who wish to
have a better conception of the function of testing in language teaching. The author pays a
particular attention to the effect of testing on teaching in general and on language/literature
teaching in particular. Hughes successfully characterizes the test not only as reliable and valid but
also a constructive outcome of language teaching.

Hughes begins his studious exposure with a review of basic principles of testing. At the outset of
the title Hughes explores definitions of some of the basic but essential terminology of the subject
matter. The author identifies a good test as valid, reliable, economic and practical. Hughes offers
practical and realistic guidance on how to create a good test. Chapters on Stages of test
construction and Test techniques that have been proven to be useful for teachers and testing overall
ability are the remarkable tasks. Chapter on Test administration is really a great contribution for
the language teachers in general and for educators/administrators in particular. Appendix 1 on
statistical analysis of test results is an eye opener for language teachers that enable teachers to
interpret test results. Reader activities have also been offered at the end of each chapter.

Hughes covers important information ranging from what makes a good test, describing common
testing administration procedures. His problem-solving move to the construction of tests is evident
in this volume. One of the aspects of this book I really like is that Hughes admits the provision of
explaining enviable test qualities like validity (chapter 4), reliability (chapter 5) and achieving
beneficial backwash (chapter 6) while understanding how difficult it is to place these impressions
into practice with teacher-produced tests. So with this in mind, the author presents practical advice
and recommendations to the teacher which is backed up by concrete testing theory.

Hughes covers language testing from almost all angles: staging, design, implementation, as well as
the underlying theories, techniques, administrative issues, training of testers etc. etc. This volume
provides many valuable insights, touching on mainstream ESL theories and models as well as
offering several alternatives. Hughes writes frequently in the third person plural giving the book a
friendly tone of solidarity in the not-so-perfect search for objective test results. This is evident
from the opening sentence: ‘Many language teachers harbour a deep distrust of tests.............’ (p1)!
The author argues that a better understanding of not only notions such as reliability and validity
but also backwash, scoring techniques and so on, allow the teacher/tester to develop more
meaningful tools. Hughes, therefore, endeavours to allow ESL teachers to take a more central role
in curriculum design and maintenance. However, given the scope of this book and the depth into
which Hughes swims, I fear that some chapters may be heavy-going for unprofessional/less
informed language teachers.

The principles and exercise of testing are presented in a rational way and guidance is given for the
teachers to devise their own tests. This volume of Testing for Language Teachers:
• analyses what makes a good test
• considers the different purposes of testing
• discusses how testing can encourage good teaching and learning
• covers the testing of all aspects of language teaching
• describes techniques of test construction and administration.
• explains how statistical analysis is used to interpret test results

I am of the view that there is no other text which is as comprehensive and accessible as Testing for
Language Teachers. No other book on language testing covers the areas that all language teachers
need to know when testing their students' language skills. This 14-chapter volume covers basic
testing information like the differences between teaching and testing, kinds of test and testing or
types of assessments that are currently in use in the field language teaching. All chapters, in this
volume are explained in a very reader-friendly way. Hughes then supplies requisite information on
the test development and includes one of the simplest and best descriptions of test specifications
that I've ever come across. The rest of the volume includes descriptions and examples of common
test techniques and essential information that is specific to the assessment of each skill area
(writing, oral ability, reading, listening, grammar and vocabulary). At the end of each chapter,
Hughes offers some sample reader activities. Also included are up-to-date recommendations for
further reading.

Therefore, I see this edition as being of most relevance to those more directly involved in
curriculum development and who perhaps have already had some experience in assessment.

Dr. Mohd Nazim

(Assistant Professor)
Department of English
Najran University, Saudi Arabia