The document discusses designing classroom language tests, including considering the purpose and objectives of the test, the test specification, item types, administration, scoring, and providing feedback. It outlines developing a test blueprint that describes the content, item types, skills to be included, scoring methods, and how it can be used to guide item writing and test form assembly. Sample test content and cognitive domain specifications are provided along with examples of mapping indicators to test items.

1. Designing Classroom Language
Tests

2. Consider:
• the purpose of the test
• the objectives of the test
• the test specification
• test item types
• the test administration
• the scoring, grading, feedback

3. • Outline of the test
• Blueprint, including: a description of its
content, item types, skills to be included, way
of scoring, feedback
• Serve as the basis to direct and steer item
writing as well as for test form assembly
• Serve as a guide to interpret the scores
• As a way to assure the content validity of a
test
Test Content Specifications

4. The Form
Content Cognitive Domain
Total
Perce
ntage
Item
Types
Item
No.
Skills
Basic
Competence
Indicators R U Ap An E Cr

5. Basic Competence Indicators Cognitive Domain
3.4 Memahami cara dan
fakta yang diperlukan
untuk menyampaikan
informasi dan instruksi
yang diperoleh dari
pengumuman, undangan,
pesan singkat, iklan, dan
teks label pada
obat/makanan/minuman
• Mengidentifikasi topik
/ tujuan teks
fungsional pendek
invitation
• Mengidentifikasi ungka
pan / kata yang
memiliki makna yang
sama dalam teks
fungsional pendek
Announcement
Remembering
3.3 Memahami cara dan
fakta yang diperlukan
untuk mendeskripsikan
lingkungan sosial dan objek
seni budaya di sekitarnya
(generic
structure/language feature
descriptive text)
• Menentukan susunan
kata yang tepat
dalam kalimat yang
terdapat dalam teks
esai pendek descriptive
Understanding

6. From a single indicator to multiple items
Indicator Corresponding test Items
Mengidentifikasi makna tindak tutur memuji
Voice: Someone is complimenting on the shirt
you are wearing. Which one is the expression?
Answer Sheet:
a. Thanks for the compliment.
b. Oh my goodness!
c. Your shirt is new, isn’t?
d. Wow, you look great!
Voice: In the following section, you will hear
different expressions as spoken to you. Identify
the expression of compliment.
Voice:
a. Thanks for the compliment.
b. Oh my goodness!
c. Your shirt is new, isn’t?
d. Wow, you look great!
Answer Sheet:
A. B. C. D.

7. Voice: in the following section, you will
hear different expressions as spoken to
you. Write T if the expression is
compliment, and write F if the expression
is not compliment.
Voice:
1. Thanks for the compliment.
2. Oh my goodness!
3. Your shirt is new, isn’t?
4. Wow, you look great!
Answer Sheet:
1. T – F
2. T – F
3. T – F
4. T – F

8. Voice A: What a shirt you are wearing,
Gregg!
Voice B: Oh, thanks, Jane!
Voice: What does the woman want to
express?
Answer sheet
a. obligation
b. compliment
c. question
d. complain

9. Objective Item Types Tasks Item
Number
Scoring Rubrics
recognize
irregular past
tense of
selected verbs
in a story or
essay
Write a one
paragraph
story about a
simple event in
the past