Language testing has its roots in pre-scientific stage in which no special skill or expertise in testing is required. This is characterized by lack of concern for statistical considerations or for such notions as objectivity and reliability (Heaton 1988, Weir 1990; Farhady et al., 1994). In its simplest form, this trend assumes that one can and must rely completely on the subjective judgment of an experienced teacher, who can identify after a few minutes of conversation, or after reading a student’s essay, what mark to give him/her in order to specify the related language ability.
The pre-scientific movement is characterized by translation tests developed exclusively by the classroom teachers. One problem that arises with these types of tests is that they are relatively difficult to score objectively; thus, subjectivity becomes an important factor in the scoring of such tests (Brown, 1996). It is inferred from Hinofotis’s article (1981) that the pre-scientific movement ended with the onset of the psychometric structuralist movement, but clearly such movements have no end in language teaching and testing because, such teaching and testing practices are indubitably going on in many parts of the world depending on the needs which specific academic contexts demand.
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The pre-scientific movement is characterized by translation tests developed exclusively by the classroom teachers. One problem that arises with these types of tests is that they are relatively difficult to score objectively; thus, subjectivity becomes an important factor in the scoring of such tests (Brown, 1996). It is inferred from Hinofotis’s article (1981) that the pre-scientific movement ended with the onset of the psychometric structuralist movement, but clearly such movements have no end in language teaching and testing because, such teaching and testing practices are indubitably going on in many parts of the world depending on the needs which specific academic contexts demand.