How to test for the best: Implementing positive psychology in foreign language testing

Abstract

The paper aims to develop the concept of “positiveness” in relation to evaluating reading comprehension in a foreign language (FL) classroom. It explores the question how to make this kind of evaluation a positive experience for both learners and teachers. First, the most common testing techniques, such as multiple choice questions and open-ended questions are discussed, which is followed by a presentation of less traditional techniques, i.e., think-aloud protocols, interviews and conferencing with students. The validity, reliability, practicality and authenticity of the techniques are examined. In the paper the author puts forward a crucial question in what way the aforementioned techniques can “bring out the best” in both those who are evaluated and those who evaluate, thereby making evaluation a fruitful constructive learning/teaching situation. The discussion is illustrated with the examples taken from the author’s own teaching practice as well as her research.