The document discusses factors to consider when designing language tests, including instructional objectives, proficiency level, activities, and available resources. It recommends choosing tasks that align with objectives and are appropriate for proficiency, starting with closed-ended tasks for beginners and open-ended for advanced students. Open-ended tasks reflect authentic language use but are time-consuming to score. Both closed and open-ended tasks should be considered based on feasibility, topic, difficulty, and time allotted.

1. By: M.E.d Yohana Aguirre
Alvarez
yohanaaguirre.blogspot.com

2. It depends on the following
factors:
1. Instructional Objectives.
2. The Sts’ level of
proficiency.
3. Instructional activities.
4. Available testing sources.

3. O Choose tasks that focus on the same kind of
language skills described in the objectives.

4. O Closed-ended tasks permit the examiner to assess
specific language skills.
O Open-ended tasks give more freedom to the Sts ,
then they respond using ways that are very
different from the intended by the examiner.

5. O Close-ended and limited-response tasks are suitable
for beginners in second language instruction. Open-
ended tasks for advance students.
O If different types of tasks are use in a single test, start
with C-E and continue with O-E or/and L-R.

6. O When examiners take in to account the kind of
instructional activities planning a test, it ensures
the Sts are familiar with the task and understand
the response demands.

7. O Take in to account the time, for testing and
for scoring, for both open-ended and
close-ended and limited response test
tasks.
O Physical resources such as the space,
must be taken in to account.

8. O Take in to account that O-E test tasks do not
control the precise way the specific response to be
made by the test taker. However, they have to
have certain structure.
O Generally, there is one single task focus on
productive skills.

9. O Open-ended test tasks have the advantage of
reflecting the way authentic language is used.
O They are easy to device but time consuming
to score.
O Take in to account the feasibility in terms of
task topic, task difficulty and the time allotted
to perform the task.

10. O Focus on comprehension skills.
O Particularly suitable for beginners, however they
are also used for advance students.
O Possible tasks are multiple choice and matching .
O The answer can be controlled by the examiner.

11. O Offer advantages in terms of time and grade
of difficulty.
O They required considerably time and
preparation.
O A large amount of Sts can be tested.

12. O As in other aspects that involves evaluation, one
form in testing is not necessarily desirable for all
circumstances and purposes.