The document outlines a training program for test design, construction, and administration within the Department of English at CRMEF in Morocco for the year 2020-2021. It details a seven-stage process including identifying testing needs, writing specifications, construction, administration, scoring, and evaluation of tests. Various test types and objectives are discussed, such as diagnostic, achievement, and placement tests, along with best practices for effective test administration and scoring.

1. Test Design, Construction
and administration
Trainee: Supervised by:
■ NESSI El Houcine ■ Mr. Ayad CHRAA
Training year: 2020-2021
Department of English
Module: Testing & Assessment
Centre Regional des Metiers
d’Education et de Formation
CRMEF . Inzegane, Morocco

2. Outline: 7 stages
I. Identifying the precise testing need
II. Writing Test Specifications
III.Test construction
IV.Test administration
V. Test Scoring / marking
VI.Test evaluation

3. I. Identifying the precise testing need
• why am I testing? which specify the test type/
purpose, abilities to be tested
example:
am I testing for: to identify areas of weaknesses and
strengths to elicit information about what SS need to
work on in the future.
Diagnostic Test

4. • am I testing for: to analyze the extent to which
students have acquired language features that have
already been taught.
• am I testing for: to measure student’s overall ability
in the target language . the content of the Test is not
based on the Objective or Content of a particular
language course.
• ‘’ gate-keeping’’ role
Achievement Test
Proficiency Test

5. • am I testing for: to place a students in a teaching
programme based on their abilities. it relate to
general ability not a specific area of learning.
Placement Test

6. why am I testing?
• to specify the test type/ purpose, abilities to be
tested

7. Identify the objectives
• know what you want to test
• list everything student need to know or able to do
• objective: can be
• a list of grammatical structures and communication
skills in the unit that you have taught.

8. II. Writing Test Specifications
• A) Content:
• language: ( structure, lexical areas, discourse features)
e.g Relative pronoun. Conditional Type 0 and 1
• functions: possibility. apology . interest
• Skills: e.g reading for gist
• Topics: e.g celebrations.

9. • B) Format : overall structure of a test
• item. is the basic unit of interaction on a test. What
we often call a test question.
• activity selection
• weighing of components: the relative importance
assigned to each objective

10. item type and tasks:
• mode of eliciting responses( prompting):
• Oral: student listen
• Written : student read
• responding on test :
• Oral
• Written

11. •
Test Specification

12. this specification give indication of :
• the topics ( objectives) you will cover.
• the implied elicitation and response formats for items.
• the number of items in each section.
• the time allocated for each

13. • C) Timing : overall time for the Test and timing for
each section
• e.g A) overall : 35 min
• B) section :
• Speaking: 5 min
• listening 10 min
• reading 10 min
• writing 10 min

14. • D) Scoring procedure :
Scoring plan: reflect the relative weight that you place on each
section and item in each section

15. III. Test construction
• A) Sampling for potential content :
• select form the ‘’content specification’’ a sampling that represent the
lessons taught. achieve
• ‘’content validity’’ & ‘’ backwash’’ : need to choose widely from whole
area of content.
• B) Item Writing & moderation:
• when writing items we need to keep in mind that some items need to
be deleted, change. improved through team work .

16. IV. Test administration
a)before the test
b)while giving the test
c)after giving the test

17. a

18. • give notice of the exam a week before or more for students
to prepare.
• give test details : when ? where? how long?
• give students the lessons will be tested on.
• give students advice on : start with easy one for you
• do a review of lessons that will be tested.

20. • administer the test my self because :
• I can remind students with the content, format, and the
marking system before given students the papers.
• explain the test instructions and emphasize important words to
help students.
• during the test I can help students who face difficulty with
instructions.

22. • marking a test takes a week.
• correct the exam with students.
• give students advice to go back and revise their
lessons.
• evaluate my teaching through analyzing students
errors. to see if a mistake is common on a particular
lesson.

23. V. Test Scoring / marking
Scoring plan: reflect the relative weight that you place on each
section and item in each section
how do you assign scoring to various components of a test?
depends on the objectives

24. VI. Test evaluation
• Is there sufficient context?
• Does the item test what it is supposed to test (as
specified)?
• Is the task clear? Could a student capable of
performing the task misunderstand it?

25. • Is the item uneconomical (too much space/time for too
little information)?
• . Is there more than one correct response. Is this
acceptable?
• will scoring be reliable?

26. references
• Marion, W. & Tony, W. (2009)A Course in English language teaching: Practice and
theory. Penny Ur
• Douglas, H. B. language Assessment Principles and classroom practice. Longman.
• Arthur, H. Testing for English language Teachers (1992). Cambridge University
Press.