Reliability refers to the consistency of measurement of a test between different forms, raters, and times. Validity is about whether a test measures what it claims to measure through content, criterion, and construct validity. Authenticity means a test uses natural language and contextualized, relevant tasks that approximate real-world situations. Practicality depends on the resources required versus available for a test in terms of costs, time constraints, ease of administration, and scoring.

1. Assessment
Concept Bachman Brown
A reliable test is consistent and
dependable. For instance, if you give the
It refers to the consistency of
same test to the same students in two
measurement between:
different occasions, the test should yield
similar results.
- equivalent forms of the test -
Reliability will depend on:
equivalent forms reliability.
Reliability - the test itself (test reliability).
-(and within) raters – inter-raters
- the administration of the test (test
and intra-raters reliability.
administration reliability).
- sittings: test-retest reliability.
- the test-taker (student-related
- test: internal consistency.
reliability).
- the scoring of the test (rater—or
scorer, reliability).
It refers to the meaningfulness and
appropriateness of the A test is valid if it actually assesses the
interpretations that we make on the objectives and what has been taught.
basis of the scores and also to the - Content validity (if a test samples the
domain of generalization subject matter about which conclusions
(prediction outside of test tasks). are to be drawn).
The ongoing process of validation - Criterion validity (if there is evidence
has to demonstrate that a particular that a test accurately and sufficiently
Validity interpretation of test scores is measures the test-taker for the
justified by reflecting the area of particular objective).
language ability the teacher wants - Construct validity (if the test samples
to measure. the outcome behaviour).
It is worth mentioning that this - Face validity (if the test samples the
concept is simply called “Construct actual content of what the learner has
Validity” by this author and he does achieved—or expects to achieve).
not spread it out into types as
Brown.
If the test is authentic:
- The language in the test should be as
natural as possible.
Relation between target language
- Items should be contextualized rather
use (TLU) or language methodology
than isolated.
Authenticity (structural, communicative, etc..)
- Topics should be relevant and
and the characteristics of the tasks
meaningful for learners.
- Some thematic organization to items
should be provided.
- Tasks should represent, or closely
approximate, real-world tasks.
Diego Ulloa Iglesias

2. Assessment
It refers to the extent and type of
involvement of the test taker’s
individual characteristics in
accomplishing a test task.
If we ask ourselves: does the test
motivate students? Is the language
used in the test's questions and
Interactiveness
instructions appropriate for the
students' level? and/or do the test's
(These concepts are not mentioned by
items represent the language used
the author)
in the classroom, as well as the
target language? then we are trying
to find out if interactiveness is
achieved.
It refers to the Impact at the macro
level (society, education system)
and micro level (individual).
The author cites some other
W authors who define It as the
It is the benefit that tests offer to
A effect of testing on teaching
Impact learning. This concept actually refers to
S and learning (Hughes) or the
the effects the tests have on instruction
H effect on education practices
in terms of how students are prepared
B and beliefs (Cohen).
for the test; this kind of feedback should
A Bachman proposes that one
“wash back” to them in the form of
C must be prepared to find
useful diagnoses of strengths and
K that is far more complex and
weaknesses.
thorny than simply the
effects mentioned before.
It refers to the relationship between It depends on financial limitations, time
the resources that will be required constraints, ease of administration, and
in design, development, and use of scoring & interpretation.
the test and the resources that will An effective test is practical if it:
be available for that particular - Is not excessively expensive.
Practicality
activity. The author classifies the - Stays within appropriate time
addressed resources into three constraints.
types: - Is relatively easy to administer.
- human resources - Has a scoring/evaluation procedure
- material resources, and that is specific and time-efficient.
- time
Diego Ulloa Iglesias