Elements to consider when elaborating a language test

Elements to consider when elaborating a language test

1. Test usefulness

   • The idea of what use the test will have. The overall purpose of the exercise that your students are about to perform.

2. Clear, unambigous objectives

   • Which should be appropriately framed, assessable, explicit, and stated in terms of overt performance by students.

3. Test specifications

   • It serves as an outline for the test. How it will look like.
     • It's necessary to consider that the specs need to fulfill the desired principles of the test, especially validity. The formality and the details of the test need to match the purpose of it. Whether it's a small test, or a widely distributed one.

4. Designing multiple-choice items

   • Cons
     • a) It only recognizes knowledge. b) Guessing may have a considerable effect on the test. c) It limits what can be tested with it. d) Cheating may be acilitated. e) Beneficial washback may be minimal.
   • pros
     • Its practicality and reliability are excellent.
       • Predetermined correct responses. Time-saving scoring procedures.
   • They all are receptive or selective responses among supply-type responses (correct vs incorrect responses). There is just one correct answer.
   • Each item has to measure a single objective.
   • All of the options have to be stated as simply and directly as possible.
   • The intended answer has to be clearly the only correct one.
   • Item facility
     • It's the extent to which an item is easy or difficult for the proposed group of test-takers. It reflects the percentage of students answering the item correctly.
       • IF = # of Ss answering the item correctly / Total # of Ss responding to that item.
   • Item discrimination
     • It's the extent to which an item differentiates between high and low-ability test-takers.
       • ID = high group no. correct - low group no. correct / 1/2 X total of comparison groups
   • Distractor efficiency
     • It's the extent to wich the distractos 'lure' a sufficient number of test-takers. Such responses are somewhat evenly distributed across all distractors.

5. Suggestions for revising a test.

   • Are the directions to each section absolutely clear?
   • Is there an example item for each section? Or are the directions and format so familiar to students that they will clearly understand the tasks?
   • Does each item measure a specified objective?
   • Is there a single correct answer for each question?
   • Is each item stated in clear, simple language?
   • Does each multiple-choice item have appropriate distractors?
   • Is the difficulty of each item appropriate for the Ss?
   • Is the language of each item sufficiently authentic?
   • Is there a balance between easy and difficult items?
   • Do the sum of the items and the test as a whole adequately reflect the learning objectives?

6. Administering the test

   • It is necessary to give appropriate test information on every single aspect of the test. Considering every single aspect and detail.

7. Scoring

   • The scoring plan must reflect the relative weight that it's necessary to place on each section and on the items in each section.

8. Grading

   • It depends on the system of evaluation, on the country, on the expectations, etc.

9. Feedback

   • It needs to become beneficial washback.
     • It's necessary to indicate the correct and incorrect answers, and why are they like that, as well as check areas that need more attention and perhaps a revisit.
       • Suggest techniques to develop and improve areas in need of work. Give strategic options. Perhaps even an individual explanation and advice to improve the knowledge of the student.