Developing a c-test to measure language ability as an alternative to a skills-based test

The article investigates the properties of a c-test and its ability to measure test-takers’ overall English language proficiency in the Estonian context. For this purpose, prior research concerning c-test validity and reliability are consulted, and the c- test’s assets with relation to a skills-based proficiency evaluation instrument are sought. The article then discusses the process of developing a c-test following the procedure recommended by Grotjahn (1987) and Raatz and Klein-Braley (2002), and piloting it among Estonian gymnasium students who simultaneously took the skills-based national examination in the English language. Statistical analysis displays very strong correlations between the c-test results and those of the national examination, as well as with teacher evaluation of the test subjects’ proficiency, substantiating c-test’s viability as an economical language ability measure in contexts where quick appraisal of the respective ability is required. The study disclosed implications for language proficiency assessment practices as well as for the process of c-test development. C-test keeleoskuse mootmiseks osaoskustesti alternatiivina Artiklis vaadeldakse keelepadevust kui konstrukti ja naidatakse, kuidas konstrukti erinev defineerimine on viinud keeleoskuse testide erineva ulesehituseni, lahtudes sellest, kas keelt nahakse osaoskuste kogumina voi uhtse jagamatu oskusena. Vaadeldes keelt jagamatu oskusena on osaoskustel pohinevate testide korvale tekkinud teisi alternatiivseid testi-tuupe, millest uheks on c-test. Artiklis analuusitakse c-testi omadusi ning puutakse selgusele jouda, kas sellist testituupi on voimalik kasutada uldise inglise keele padevuse hindamiseks Eesti kontekstis. Lahtudes Grotjahni (1987) ning Raatzi ja Klein-Braley (2002) mudelist, vaadeldakse koigepealt c-testi koostamise ja administreerimise protsessi gumnaasiumi kontekstis paralleelselt riigieksamiga. C-testi katsetamise tulemusi vorreldakse seejarel samade gumnaasiumiopilaste poolt sooritatud osaoskustel pohineva keelepadevustesti tulemustega ning opilaste opetajapoolsete padevushinnangutega. Uurimusest selgub, et kuigi c-testil on olulisi puudusi, on c-testi korrelatsiooniindeksid nii osaoskustel pohineva padevustestiga kui ka opetajapoolsete hinnangutega vaga korged, lubades pidada c-testi usaldusvaarseks keeleoskuse hindamise instrumendiks, mille peamisteks eelisteks on testi koostamise suhteline kiirus ja madal administreerimiskulu.