This document provides 3 recommendations for evaluating language tests: 1) Focus on language assessment rather than just tests, 2) Clarify the intended use and purpose of the test, and 3) Evaluate the outcomes of the assessment. It emphasizes specifying who will use the test, what information it should provide, why it is being used, and what consequences may result in order to select the proper testing tools and ensure the assessment fulfills its intended classroom or program purposes.

2. 3 RECOMMENDATIONS FOR EVALUATING
LANGUAGE TESTS
1. Focus on assessment, not simply tests
2. Clarify the intended use of the test
3. Evaluate the outcomes of assessment

3. FOCUS ON ASSESSMENT, NOT ON TESTS
 Language tests are instruments for gathering information having to do
with language abilities
 Focus on language assessment, not the characteristics of the test
 First gather information with language testing tools
 Then make interpretations based on the information
 Finally, make a decision or take action within the classroom or program

4. SPECIFY INTENDED TEST USE
Interrelationship between four components of the language assessment
process:
1. Who uses the test
2. What information the test should provide
3. Why, or for what purpose, is the test being used
4. What consequences the test will have (Positive or Negative)

5. WHO ARE THE TEST USERS AND WHAT IS THE
PURPOSE OF THE TEST?
 Teachers, students, students’ families, school
administrators, curriculum planners, funding agencies, future
employers, university admissions officers
 Meet curricular objectives
 Values of the students

6. WHAT IS BEING TESTED?
Interpretations in language classrooms: students’ global language
proficiency, students’ mastery of curricular objectives, students’
grammatical knowledge, students’ productive language abilities, the
effectiveness of lessons, and language learning objectives
*Interpretations are ALWAYS made about someone or something
Specify the amount and type of information needed for the interpretations
Make a purposeful decision about the language testing tools needed

7. WHAT IS THE IMPACT OF THE TEST?
Positive and Negative Consequences
Teaching practices
Materials and Activities
Curricular Objectives
Enrollments
Funding
Program Reputation

8. EVALUATE THE OUTCOMES OF ASSESSMENT
Reflect on the specifications of intended use along with the consequences
-Were all the actual test users identified?
-Did the testing tools provide the appropriate amount and type of
information to support these interpretations?
-Were the intended classroom, curriculum, and program purposes fulfilled
by using the language test?
Based on the answers to these questions , are the language tools
appropriate for assessment or should they be revised?

9. SUMMARY
Language assessment involves specifying the intended use of language
tests, selecting the appropriate language testing tools , evaluating the
assessment, and keeping in mind the purposeful nature of language
assessment.
Norris, J. M. (2000). Purposeful language assessment. English Teaching
Forum, 38(1), 18-23.