Examples of Communicative Test Tasks
The Communicative Approach to Testing
What Communicative Language Tests Measure
Communicative language tests are intended to be a measure of how the testees are able to use language in real life situations. In testing productive skills, emphasis is placed on appropriateness rather than on ability to form grammatically correct sentences. In testing receptive skills, emphasis is placed on understanding the communicative intent of the speaker or writer rather than on picking out specific details. And, in fact, the two are often combined in communicative testing, so that the testee must both comprehend and respond in real time. In real life, the different skills are not often used entirely in isolation. Students in a class may listen to a lecture, but they later need to use information from the lecture in a paper. In taking part in a group discussion, they need to use both listening and speaking skills. Even reading a book for pleasure may be followed by recommending it to a friend and telling the friend why you liked it.
The "communicativeness" of a test might be seen as being on a continuum. Few tests are completely communicative; many tests have some element of communicativeness. For example, a test in which testees listen to an utterance on a tape and then choose from among three choices the most appropriate response is more communicative than one in which the testees answer a question about the meaning of the utterance. However, it is less communicative than one in which the testees are face- to-face with the interlocutor (rather than listening to a tape) and are required to produce an appropriate response.
Tasks
Communicative tests are often very context-specific. A test for testees who are going to British universities as students would be very different from one for testees who are going to their company's branch office in the United States. If at all possible, a communicative language test should be based on a description of the language that the testees need to use. Though communicative testing is not limited to English for Specific Purposes situations, the test should reflect the communicative situation in which the testees are likely to find themselves. In cases where the testees do not have a specific purpose, the language that they are tested on can be directed toward general social situations where they might be in a position to use English.
This basic assumption influences the tasks chosen to test language in communicative situations. A communicative test of listening, then, would test not whether the testee could understand what the utterance, "Would you mind putting the groceries away before you leave" means, but place it in a context and see if the testee can respond appropriately to it.
If students are going to be tested over communicative tasks in an achievement test situation, it is necessary that they be prepared for that kind of test, that is, that the course material cover the sorts of tasks they are being asked to perform. For example, you cannot expect testees to correctly perform such functions as requests and apologies appropriately and evaluate them on it if they have been studying from a structural syllabus. Similarly, if they have not been studying writing business letters, you cannot expect them to write a business letter for a test.
Tests intended to test communicative language are judged, then, on the extent to which they simulate real life communicative situations rather than on how reliable the results are. In fact, there is an almost inevitable loss of reliability as a result of the loss of control in a communicative testing situation. If, for example, a test is intended to test the ability to participate in a group discussion for students who are going to a British university, it is impossible to control what the other participants in the discussion will say, so not every testee will be observed in the same situation, which would be ideal for test reliability. However, according to the basic assumptions of communicative language testing, this is compensated for by the realism of the situation.
Evaluation
There is necessarily a subjective element to the evaluation of communicative tests. Real life situations don't always have objectively right or wrong answers, and so band scales need to be developed to evaluate the results. Each band has a description of the quality (and sometimes quantity) of the receptive or productive performance of the testee.
Examples of Communicative Test Tasks
Speaking/Listening
Information gap. An information gap activity is one in which two or more testees work together, though it is possible for a confederate of the examiner rather than a testee to take one of the parts. Each testee is given certain information but also lacks some necessary information. The task requires the testees to ask for and give information. The task should provide a context in which it is logical for the testees to be sharing information.