1. Designing
Classroom
Language Tests:
6 Cri&cal
Ques&ons
Eddy White, Ph.D.
Assessment Coordinator
Center for English as a Second
Language
University of Arizona

3. The goal of assessment is to . . .

4. The goal of assessment has to be, above
all, to support the improvement of
learning and teaching.
(Fredrickson & Collins, 1989)

5. [Source] 2010
Best resource for
classroom‐based
assessment for
ESL/EFL

7. What is
a test?

8. :the word ‘test’
• can refer to tradiPonal ‘paper and pencil’ or
computer based tests (e.g. mulPple choice,
fill‐ins, short answers, essays, etc.)
• or ‘performance assessments’ (presentaPons,
projects, interviews, or other alternaPve
assessments)

9. A test . . .
• is a method of measuring a person’s
ability, knowledge, or performance in
a given domain.
• is an instrument – a set of
techniques, procedures, or items –
that requires performance on the
part of the test‐taker.

10. Tests – measuring func&on

11. A test must measure
• Some tests measure general ability, while
others focus on very specific competencies or
objecPves.
• Examples
• A mulP‐skill proficiency test measures general
ability;
• a quiz on recognizing correct use of definite
arPcles measures very specific knowledge.

12. • A test measures
performance, . . .
• but, the results
imply the test‐
takers ability, or
competence.

13. • Performance‐
based tests
sample the test‐
takers actual use
of language,
• but from those
samples the test
administrator
infers general
competence.

14. • A well‐constructed
test is an
instrument that
provides an
accurate measure
of a test‐taker’s
ability within a
parPcular domain.
• Construc&ng a
good test is a
complex task.

15. Tests are essenPal
components of a
successful
curriculum.

17. ‘Assessment needs to be ‘fit for
purpose’

18. Assessment that is fit for purpose uses the
best methods of assessment appropriate
to:
‐the context
‐ the students
‐ the level
‐ the subject
‐ the insPtuPon
Assessment is an area where context is
of paramount importance.
(Brown & Abeywickrama, 2010)

19. Designing Classroom Language
Tests: 6 CriPcal QuesPons

20. These six quesPons
should form the
basis of your
approach to
designing,
administering, and
making maximum
use of tests in your
classroom.

21. 1. What is
the purpose
of the test?

22. 1. Test Purpose?
• Why are you creaPng this test, or why was it
created by a textbook writer.
• What is its significance relaPve to your course
(for example, to evaluate overall proficiency or
place a student in a course)?
• How important is the test compared to other
student performance?
• What will its impact be on you and your
students before and a`er the assessment?

23. Once you have established the major
purpose of a test, it then becomes easier
to specify its objecPves.

24. 2. What are
the
objecPves
of the test?

25. 2. Test objec&ves?
• What exactly are you trying
to find out?
• What language knowledge
and/or skills are you
assessing?

26. 3. How will the test
specificaPons reflect both the
purpose and the objecPves?

27. 3. Test specifica&ons?
• To design or evaluate a test, you must
make sure that the test has a structure
that logically follows from the unit or
lesson it is tesPng.
• The class objecPves should be present in
the test through appropriate task types
and weights, a logical sequence, and a
variety of tasks.

28. 4. How will the
test item types
(tasks) be
selected and
the separate
items
arranged?

29. 4. Selec&on & Arrangement of Tasks?
• The test tasks need to be pracPcal.
• For the test to be valid, they should also
mirror tasks of the course, lesson or
segment.
• They should be authenPc (i.e. reflect
real‐world language use).
• The tasks must be ones that can be
evaluated reliably by the teacher.

30. 5. In administering
the test, what
details should I
ahend to in order
to help students
achieve their best
performance?

31. 5. Helping Students Achieve Best
Performance?
• Once the test has been created and is ready to
administer, students need to feel well prepared
for their performance.
• An otherwise effecPve, valid test might fail to
reach its goal if the condiPons for test taking are
inadequately established.
• How will you reduce unnecessary anxiety in
students?
• How will you raise their confidence?
• How will you help them view the test as an
opportunity to learn?

32. 6. What kind
of scoring,
grading, and/
or feedback
is expected?

33. 6. Scoring, Grading, Feedback?
• The appropriate form of feedback on tests will
vary, depending on the purpose.
• For every test, the way results are reported is
an important consideraPon.
• Under some circumstances, a leher grade or
score may be appropriate.
• Other circumstances may require that the
teacher provide detailed feedback to the
students.

34. Designing Classroom Language
Tests: 6 CriPcal QuesPons

35. These six quesPons
should form the
basis of your
approach to
designing,
administering, and
making maximum
use of tests in your
classroom.

38. [Source] 2010

39. Designing
Classroom
Language Tests:
6 Cri&cal
Ques&ons
Eddy White, Ph.D.
Assessment Coordinator
Center for English as a Second
Language
University of Arizona