"Test Development and Analysis" is a multifaceted process crucial in educational, psychological, and professional assessment. This comprehensive practice involves the creation, refinement, and evaluation of tests to gauge an individual's knowledge, skills, or aptitude accurately.
During test development, experts meticulously design test items, considering factors like validity, reliability, and fairness. They aim to measure specific learning objectives or traits effectively. The process often includes pilot testing to fine-tune questions and ensure they align with the intended goals.
Test analysis plays a pivotal role in the assessment's success. It encompasses statistical procedures, item response theory, and qualitative feedback to assess a test's performance. This phase involves identifying issues, such as bias or cultural insensitivity, and making necessary improvements.
Overall, "Test Development and Analysis" is a vital discipline ensuring the quality and integrity of assessments, providing valuable insights for educational and professional decision-making.
2. ● Target Group : Tertiary Level Students ( 1st year)
● Classroom Size : 30 Students
● Age : 20 years ( avg.)
● Proficiency : Intermediate
● Nationality : Bangladeshi
Target Group and Set of Data
3. ● Test : Speaking Test ( Macro test)
● Type of Test : Diagnostic test
● Test Procedure : Formal
● Operations:
1. Individual work
2. Role Play
3. Describing a picture
● Class Characteristics : Multi- cultural classroom and
Language Classroom
● Class Size : 30 Students
Content
4. ● This test induclues all of the qualities given below :
1. Content Validity
2. Practicality
3. Washback
Test Quality
5. ● Number of Items : Four
● Text Structure : 3 Sections
1. Section A : Individual Work
2. Section B : Role Play
3. Section C : Describing a picture & Picture Differences
● Duration : 25 minutes
● Total Marks: 30
● Medium of Instruction : English
Structure, Timing and Medium
6. ● Making necessary changes
Trialing of the test on a group of
non native Speakers:
7. ● While planning to conduct a test, I have faced two types of
challenges:
1. Personal Challenges:
2. Problems With Speaking Activities
○ Inhibition : Worried about making mistakes, fearful or criticism of losing face, simply
shy of the attention that their speech attracts
○ Nothing to Say : they have no motive to express themselves beyond the guilty feeling
that they should be speaking
○ Low or Uneven Participations : This problem is conducted by the tendency of some
learners to dominate , while others speak very little or not at all
○ Mother-tongue Use : It feels unnatural to speak to one another in a foreign language,
feel less 'exposed’ if they are speaking their mother tongue.
Challenges
