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Principles of A Good Test Design

The document outlines principles for designing good language tests, including usefulness, validity, reliability, practicality, washback, authenticity, transparency, and security. Validity means a test measures what it is intended to measure. Reliability refers to consistency of scores. Threats to reliability include fluctuations in learners, scoring, and test administration. Practicality considers costs, resources, and logistics. Washback refers to a test's impact on teaching and learning. Authenticity means tasks mirror real-world language use. Transparency provides clear test information. Security maintains reliability and validity.

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Maricris Guarin Malamug
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81 views11 pages

Principles of A Good Test Design

The document outlines principles for designing good language tests, including usefulness, validity, reliability, practicality, washback, authenticity, transparency, and security. Validity means a test measures what it is intended to measure. Reliability refers to consistency of scores. Threats to reliability include fluctuations in learners, scoring, and test administration. Practicality considers costs, resources, and logistics. Washback refers to a test's impact on teaching and learning. Authenticity means tasks mirror real-world language use. Transparency provides clear test information. Security maintains reliability and validity.

Uploaded by

Maricris Guarin Malamug
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Principles of a Good Test

Design
1. Usefulness

 A language test must be developed with a specific purpose, a


particular group of test-takers, and a specific language use in mind
 Where do you intend to use the test?
Validity

 Test what you teach and how you teach it!

 Does it measure what it suppose to measure?


 Is it valid in terms of :
 Content – test can assess the course content and outcomes using formats familiar to students
 Construction – the test fits with the underlying theories and methodology of language learning
 Face – the tests looks as though it measures what it is supposed to measure.
Reliability

 Reliability refers to the consistency of test scores, which simply


means that a test would offer similar results if it were given in
another time.
3 factors affecting reliability of tests

 Consistency on the formats and contents of the questions and the


time given for students to take the exam
 Administrative factors such as classroom settings, lack of intrusive
noise, and how teacher manages the administration of the exam
 Affective factors such as test anxiety
3 threats to reliability

 Fluctuations in the learner – a variety of changes may take place within the
learner that may change a learners true score from test to test. (examples are
additional learning or forgetting.
 Fluctuations in Scoring. Subjectivity in soring or mechanical errors in the scoring
process may introduce error into scores and affect the reliability of the test’s
results. These kind of errors usually occur within or between the raters
themselves.
 Fluctuation in the Test Administration – inconsistent administrative procedures
and testing conditions will reduce test reliability. This problem is most common
in institutions where different groups of students are tested in different locations
on different days.
Practicality

 Cost of test development and maintenance


 Adequate time (for development and test length)
 Resources (everything from computer access, copying facilities and AV equipment to
storage space)
 Easy marking
 Availability of suitable/trained graders
 Administrative logistics.
Washback

 Washback refers to the effect of testing on teaching and learning


 Is said to be positive or negative
 Negative effects 0 test-driven curricula and only studying and learning “what they need to know
for the test”
 Positive washback – when one assumes that testing and curriculum design are both based on clear
course outcomes that are known to both students and teachers.
Authenticity

 Language learners are motivated to perform when they are faced


with tasks that reflect real-world situations and contexts.
 Good testing or assessment strives to use formats and tasks that
mirror the types of situations in which students would authentically
use the target language.
Transparency

 Availability of clear, accurate information to students about testing.


 Includes:
 Outcomes to be evaluated
 Formats used
 Weighting of items and sections
 Time allowed to complete the test
 Grading criteria
Security

 Security is an integral part of both reliability and validity for all tests.
 In some parts of the world, cultural attitudes toward “collaborative test-taking” are a threat
to test security and thus to reliability and validity.

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