Gap-filling and completion
This usually tests grammar or vocabulary, as in the examples. It is tedious to compose, though not so difficult as multiple-choice; it is more easily administered in writing than in speech; the marking is usually simple. You may need to be aware that there is more than one possible right answer.
Matching
This usually tests vocabulary, and is rather awkward to administer orally: thus it is best presented written on the board or on paper, though responses may be either oral or in writing. Items can be time-consuming and difficult to compose, and again, there may be alternative 'right' answers to any particular item. Answers are fairly easily checked.
Dictation
This mainly tests spelling, perhaps punctuation, and, perhaps surprisingly on the face of it, listening comprehension: people can only usually write words down accurately from dictation if they understand them. It does not, however, test other writing skills or speech, and involves very little reading. It may supply some information on testees' passive knowledge of pronunciation, grammar and vocabulary. It is very easy to prepare and administer; it is relatively easy to mark, though there may be a problem deciding how much weight to attribute to different mistakes.
Cloze
This tests (intensive) reading, spelling, and to some extent knowledge of vocabulary and grammar. It can be adapted to 'target' specific language items, by, for example, omitting all the verbs (in which case it is not, strictly speaking, 'cloze', but rather 'gap-filling'). It is fairly easy to prepare and administer. Marking can be tricky: you may find it difficult sometimes to decide if a specific item is 'acceptable' or not.
Transformation
This item is relatively easy to design, administer and mark, but its validity may be suspect. It tests the ability of the testee to transform grammatical structures, which is not the same as testing grammar: a testee may perform well on transformation items without knowing the meaning of the target structure or how to use it in context. Marking is fairly straightforward.
Rewriting
This tests the same sort of thing as transformation, but is likely to reflect more thorough knowledge of the target items, since it involves paraphrasing the entire meaning of a sentence rather than transforming a particular item. It is, however, more difficult to compose, and the marking may be more subjective. It is, as its name suggests, usually done in writing.
Translation
A technique which, at the time of writing, is for various reasons rather unpopular, but in my opinion undeservedly so. In a monolingual class whose teacher also speaks the learners' mother tongue, the translation of a 'bit' of language to or from the target language can give very quick and reliable information on what the testee does or does not know, particularly when it involves entire units of meaning (phrases, sentences) within a known context. Translation items are also relatively easy to compose - even improvise, in an informal test - and administer, in either speech or writing. Marking may sometimes be more difficult, but not prohibitively so.
Essay
This is a good test of general writing abilities. It is relatively easy to provide a topic and tell the class to write an essay about it but marking is extremely difficult and time-consuming. It must be clear in advance, both to you and to the students, how much emphasis you are going to lay on language forms, such as spelling, grammar, punctuation, and how much on aspects of content, such as interest and originality of ideas, effectiveness of expression, organization
Monologue
This tests oral fluency in 'long turns' - something not everyone can do in their mother tongue! It also tests overall knowledge of pronunciation, grammar and vocabulary. To choose a topic and allot it is not so difficult; to assess is very difficult indeed, demanding concentration and a very clear set of criteria and weighting system.
Stages in testing.Below are given some recommendations of an experienced teacher how to organize testing.
Before the test
I use the period leading up to the test in order to do all I can to ensure that my students will succeed in it. Thus the tests are announced at least a week in advance in order to give them plenty of time to prepare and details are given of when, where and how long the test will be. The class is also told as precisely as possible what material is to be tested, what sort of items will be used, and how answers will be assessed. I sometimes give them 'test-tips' - for example, how best to allot time, or what to do first - particularly if they are coming near to the state school-leaving exam, for which my course is to some extent a preparation. I usually allow at least some class time for revision, in order to encourage and help with pre-test learning.
Giving the test
It is quite important for me to administer the test myself, and more pleasant for my students. Thus, I will be able, if I wish, to remind them about the test content, format and marking system before giving out the papers; and sometimes run through the instructions with them after doing so in order to make sure that everything is clear - as well as wishing them good luck!
During the test, I may help students who still have difficulty with instructions; I do not normally help with the content itself.
After the test
The tests are marked and returned as quickly as possible (within a week) so that we can discuss specific points while the test is still fresh in the students' minds. Usually I will go through the answers in class, but fairly briskly; points that seem to produce special problems I note for more leisurely re-presentation and further practice in the future. I do not usually ask students to copy out corrected answers: this is, I think, more tedious than helpful for them. It is better and more interesting to provide the practice in the same language points in other activities, using new content and tasks.