Progress tests

Many schools have a mid- or end-of-course test designed by the school. However, class teachers are usually responsible for designing progress tests, which can be held weekly (on full-time courses) or monthly (on part-time courses). Depending on the country and the institution, these can vary a great deal in terms of formality.

When you are designing a progress test, it is important to ‘test what you teach.’  On most general English courses, students learn grammar, vocabulary and practice all four skills – listening, reading, speaking and writing. Progress tests should reflect this and include a (brief) focus on each of these areas. Don’t be tempted to just test grammar!

Where can teachers find materials for progress tests? Well, many ESL coursebooks come with a Student’s book, a Teacher’s book and a Workbook. The Teacher’s book often includes some tests, and there may be additional tasks in the Workbook which can be used as they are or adapted and included as part of the test. Just be aware that many schools use the tests from the Teacher’s book as mid- and end-of-course tests – so you may need to find other materials.

Taking regular progress tests is often a school requirement. However, some students may respond negatively to the idea, for a variety of different reasons. As mentioned in the previous section, some students just don’t perform well in tests. In addition to this, weaker students are likely to compare their test scores with their classmates and may feel discouraged. Students who are only studying for an hour or two per week may feel that doing a test is a waste of valuable class time, and students who are learning English for fun might think that a test is not necessary.

It’s a good idea for teachers to explain the benefits of taking progress tests to their students. Point out the value of regular revision, and the importance of feeling confident with one unit of language before moving onto the next one. Make sure that your students are well-prepared for the test, by giving them plenty of warning of when the test will be, checking that they know exactly what they will be tested on, and taking time to familiarize them with the types of questions they will be given.

Avoid sharing the students’ test scores with the whole class. Encourage weaker students to compare their scores with their own results from previous tests rather than comparing them with their classmates. If students are studying on an informal basis, they may enjoy working in pairs or groups to create their own ‘test questions,’ which they then share with other pairs or groups. Making the questions provides an excellent opportunity for revision. In some situations, students may be able to take the tests home rather than completing them in class.