The document discusses different types of tests, their purposes, and characteristics. It describes screening, placement, proficiency, aptitude, diagnostic, achievement, and progress tests. Direct and indirect tests as well as discrete point and integrative tests are also defined. Guidelines for developing effective tests are provided, including moderating tasks, determining an appropriate level of difficulty, ensuring discrimination among learners, using a representative sample, avoiding overlap, providing clear instructions, considering timing, and avoiding bias in the layout. Moderation of marking schemes, standardization of examiners, and follow-up reviews are also recommended to help ensure tests achieve their intended purposes.
3. What is testing? It’s an activity whose purpose is to determine what learners can do or know about something. What is a test? It’s a formal instrument to measure what candidates can do or know about something.
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6. Depending on purpose Depending on characteristics Screening/Selection/ Admission Direct Tests/ Indirect Tests Placemen t Discrete point/ Integrative tests Proficiency Criteria-referenced/ Norm-referenced Aptitude Objective tests/ Subjective tests Diagnostic Speed test/ Power test Achievement Knowledge tests/ Skill tests Progress
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13. I. Specific guidelines : The way the test is designed and organized. II. Moderation of mark scheme : The way in which teachers set the score of the test. III. Standardization of examiners : The way in which examiners guarantee a common criteria for correction.
