This document outlines the steps to design an effective test. It discusses that tests should be valid in measuring the skills and content taught, reliable in producing consistent results, and practical to develop without excessive time or resources. The planning stage involves specifying the test's use and ensuring authentic tasks. Tests should sample across language skills and content areas. The development stage includes compiling materials, selecting appropriate question formats and clear instructions, setting scoring criteria, and analyzing and revising based on results to improve teaching.

1. STEPS TO DESIGN A
TEST

3. WHY MUST TEACHERS TEST?
•A test tells what students can or
cannot do.
•It shows the progress of the students.

4. •A test will help evaluate the effectiveness
of the methods, coursebooks, materials,
etc.
•A test shows the strengths and
weaknesses of the students.

6. REQUISITES THAT A TEST
MUST ACHIEVE:
•Validity: it measures the contents of the
syllabus and the skills specified in the
coursebook.
•Reliability: the test is reliable if its result
is consistent.

7. •Practicality: the test does not involve
much time or money in its construction.

8. PLANNING STAGE
Specifications: two mains implications:
1.Use and usage.
2. The reconsideration of authenticity
of texts and tasks.

9. Sampling: test should cover the
language, grammar, vocabulary,
phonology, functions, and all the skills
areas.
PLANNING STAGE

11. DEVELOPMENT STAGE
1.Compile written and spoken sources
materials that fit the contents of the
program.
2. Select activities that best measure
performance.

12. 3. Select test format: multiple choice,
true/false, gap filling, etc.
4. Avoid items that are ambiguous.

14. 5. Include clear and unambiguous
instructions with brief and well-chosen
wording and some examples.
6. Make a test attractive and similar to
the layout of the textbook.

15. 7. The marking criteria should be set
before and candidates should be
informed as how they will be scored.
8. Analyze the test statistically.

17. 9. Consider the pedagogical effects
that the test may have on teaching.
10. Present the test and feedback
results to the students with the aim of
reviewing and revising the teaching of
content.