The document discusses various types of language tests for EFL learners, focusing on their design and practical steps in test construction, scoring, grading, and feedback. Key test types include language aptitude, proficiency, placement, diagnostic, and achievement tests, each serving distinct purposes and utilizing specific assessment strategies. It emphasizes the importance of clear objectives and practical outlines in developing effective tests.

1. EEFL LearnersFL Learners
Designing ClassroomDesigning Classroom
Language TestsLanguage Tests

2. ComponentComponent
How to design
Test type, practical steps to
test construction,
Scoring, grading, and feedback

3. Five factorsFive factors needs to taken intoneeds to taken into
considered:considered:
1. purpose,
2. objective,
3. selecting and arrange items,
4. types of scoring, grading, and
5. feedback.

4. Language Aptitude testLanguage Aptitude test
o for prediction and measure capacity for ultimate
success.
o Actually, it has limitation and flaw, because
prediction is not easy to be made.
o When a person has appropriate knowledge, and
nice strategies in learning, everyone can
succeed.

5. ProficiencyProficiency TTestest
• It consists standardized multiple choice items
on grammar, vocabulary, reading and aural
part.
• It is summative and norm-referenced. Such as
TOFEL.

6. Placement testPlacement test
▫ for divide students into levels and
▫ put them into courses and indicate
appropriate challenging materials for
students.

7. Diagnostic testDiagnostic test
• For diagnosing for a specified aspect.
• A placement based on a course level also
serves diagnostic purposes.
• It is different from achievement test because
it focuses on more detailed sub-categorized
information learned.
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8. Achievement testAchievement test
• It is directly related to classroom lessons,
and it is limited within a particular material
and curriculum in a time frame.
• A good one can offer washback for
learners’ performance quality.

9. Some practical steps to testSome practical steps to test
construction:construction:
• Assessing Clear, Unambiguous
Objectives by knowing the purpose
of the test we’re creating
▫ Set clear and specific objectives.
• Determine a simple and practical
outline, tested skills, and decide
forms of item types and tasks.

10. • Devising Test Tasks by drafting the
questions, revising the draft, request
aid from colleague, and imagine
yourself as a student who write for
this test.
• Designing Multiple-choice items by
checking practicality, reliability and
facility of cheating.

11. Scoring, Grading, andScoring, Grading, and
Giving Feedback:Giving Feedback:
• teacher’s assign letter grade level
depend on i.e., culture, context, and
relations of the English classroom
and teachers expectation.
 Even weight and points on each
section.
• After testing, students’ identification
of success and challenge can be
given.