Module: Testing & Assessment Test Design For English Language Teachers CRMEF- SM. Inzegane Supervised by: Mr. Ayad CHRAA

1. Test Design, Construction
and administration
Trainee: Supervised by:
■ NESSI El Houcine ■ Mr. Ayad CHRAA
Training year: 2020-2021
Department of English
Module: Testing & Assessment
Centre Regional des Metiers
d’Education et de Formation
CRMEF . Inzegane, Morocco

2. Outline: 7 stages
I. Identifying the precise testing need
II. Writing Test Specifications
III.Test construction
IV.Test administration
V. Test Scoring / marking
VI.Test evaluation

3. I. Identifying the precise testing need
• why am I testing? which specify the test type/
purpose, abilities to be tested
example:
am I testing for: to identify areas of weaknesses and
strengths to elicit information about what SS need to
work on in the future.
Diagnostic Test

4. • am I testing for: to analyze the extent to which
students have acquired language features that have
already been taught.
• am I testing for: to measure student’s overall ability
in the target language . the content of the Test is not
based on the Objective or Content of a particular
language course.
• ‘’ gate-keeping’’ role
Achievement Test
Proficiency Test

5. • am I testing for: to place a students in a teaching
programme based on their abilities. it relate to
general ability not a specific area of learning.
Placement Test

6. why am I testing?
• to specify the test type/ purpose, abilities to be
tested

7. Identify the objectives
• know what you want to test
• list everything student need to know or able to do
• objective: can be
• a list of grammatical structures and communication
skills in the unit that you have taught.

8. II. Writing Test Specifications
• A) Content:
• language: ( structure, lexical areas, discourse features)
e.g Relative pronoun. Conditional Type 0 and 1
• functions: possibility. apology . interest
• Skills: e.g reading for gist
• Topics: e.g celebrations.

9. • B) Format : overall structure of a test
• item. is the basic unit of interaction on a test. What
we often call a test question.
• activity selection
• weighing of components: the relative importance
assigned to each objective

10. item type and tasks:
• mode of eliciting responses( prompting):
• Oral: student listen
• Written : student read
• responding on test :
• Oral
• Written

11. •
Test Specification

12. this specification give indication of :
• the topics ( objectives) you will cover.
• the implied elicitation and response formats for items.
• the number of items in each section.
• the time allocated for each

13. • C) Timing : overall time for the Test and timing for
each section
• e.g A) overall : 35 min
• B) section :
• Speaking: 5 min
• listening 10 min
• reading 10 min
• writing 10 min

14. • D) Scoring procedure :
Scoring plan: reflect the relative weight that you place on each
section and item in each section

15. III. Test construction
• A) Sampling for potential content :
• select form the ‘’content specification’’ a sampling that represent the
lessons taught. achieve
• ‘’content validity’’ & ‘’ backwash’’ : need to choose widely from whole
area of content.
• B) Item Writing & moderation:
• when writing items we need to keep in mind that some items need to
be deleted, change. improved through team work .

16. IV. Test administration
a)before the test
b)while giving the test
c)after giving the test

17. a

18. • give notice of the exam a week before or more for students
to prepare.
• give test details : when ? where? how long?
• give students the lessons will be tested on.
• give students advice on : start with easy one for you
• do a review of lessons that will be tested.

20. • administer the test my self because :
• I can remind students with the content, format, and the
marking system before given students the papers.
• explain the test instructions and emphasize important words to
help students.
• during the test I can help students who face difficulty with
instructions.

22. • marking a test takes a week.
• correct the exam with students.
• give students advice to go back and revise their
lessons.
• evaluate my teaching through analyzing students
errors. to see if a mistake is common on a particular
lesson.

23. V. Test Scoring / marking
Scoring plan: reflect the relative weight that you place on each
section and item in each section
how do you assign scoring to various components of a test?
depends on the objectives

24. VI. Test evaluation
• Is there sufficient context?
• Does the item test what it is supposed to test (as
specified)?
• Is the task clear? Could a student capable of
performing the task misunderstand it?

25. • Is the item uneconomical (too much space/time for too
little information)?
• . Is there more than one correct response. Is this
acceptable?
• will scoring be reliable?

26. references
• Marion, W. & Tony, W. (2009)A Course in English language teaching: Practice and
theory. Penny Ur
• Douglas, H. B. language Assessment Principles and classroom practice. Longman.
• Arthur, H. Testing for English language Teachers (1992). Cambridge University
Press.