STAGES OF TEST DEVELOPMENT

STAGES OF TEST DEVELOPMENT

1. 1. Stating the problem

   • To make oneself perfectly clear about what it is one wants to know and for what purpose

2. 2. Writing specifications for the test

   • A set of specifications for the test must be written at the outset
     • (i) Content
       • This refers to the entire potential content of any number of versions
         • Operations
           • The task that candidates have to be able to carry out
         • Types of text
           • For a writing test these might include: letters, forms, academic essays up to three pages in length
         • Addresses of texts
           • The kinds of people that the candidate is expected to be able to write or speak to
         • Topics
           • They may be specified quite loosely and selected according to suitability for the candidate and the type of text
         • Readability
           • Reading passages may be specified as being within a certain range of readability
       • Structual range
         • Dialect, accent, style
           • This may refer to the dialects and accents that test takers are meant to understand or those in which they are expected to write or speak
         • Speed of processing
           • For reading this may be expressed in the number of words to be read per minute
     • (ii) Structure, timing, medium/channel and techniques
       • Test structure: What sections will the test have and what will be tested in each
       • Number of items: in total and in the various sections
       • Medium/channel: paper and pencil, tape, computer, face to face, telephone, etc.
       • Technique: What techniques will be used to measure
     • (iii) Criterial levels of performance
       • Accuracy: Pronunciation must be clearly intelligible even if still obviously influenced by L1.
       • Appropriacy: The use of language must be generally appropiate to function
       • Range: A fair range of language must ve available to the candidate
       • Flexibility: There must be some evidence of the ability to initiate and concede a conversation to adapt to new topics
       • Size: Must be capable of responding with more than short form answers where appropiate

3. 3. Writing and moderating items

   • Sampling: It is most unlikely that everything found under the heading of "content" in the specifications can be covered by the items in any one version of the test
   • Writing items: It is essential to try to look at items through the eyes of test takers
   • Moderating items: Their task is to try to find weaknesses in the items and, where possible, remedy them

4. 4. Informal trialling of items on native speakers

   • Items which have been through the process of moderation should be presented in form of a test to a number of native speakers