Thursday, December 4, 2014

Language Assessment: Topic 5: Designing Classroom Language Test


  1. Online Task 5:
    Do some readings on test designs. Share your findings here.

    1. Based on my readings, I would like to share that test design could require knowledge of the functionality being tested or knowledge of testing techniques and heuristics. The first process that plays an important role is the planning skills to schedule in which order the test cases should be designed, given the effort, time and cost needed or the consequences for the most important and/or risky features.
      We use an assessment to both support learning and to certify that learning has occurred. Furthermore, an effectively designed assessment task allows pupils to demonstrate the extent or level of learning that has been achieved. It is important to provide a valid and fair means to distinguish between pupils with excellent, good and poor levels of achievement. There are certain written fundamental qualities or principles such as fairness, validity and reliability that must heed when designing good assessment.

  2. The ppt slides are obtained from


    1.Read the objective and determine what it wants someone to be able to do (i.e., identify the performance).
    2.Draft a test item that asks students to exhibit that performance.
    3.Read the objective again and note the conditions under which the performing should occur (i.e., tools and equipment provided, people present, key environmental conditions).
    4.Write those conditions into your item.
    5.For conditions you cannot provide, describe approximations that are as close to the objective as you can imagine.
    6.If you feel you must have more than one item to test an objective, it should be because (a) the range of possible conditions is so great that one performance won’t tell you that the student can perform under the entire range of conditions, or (b) the performance could be correct by chance. Be sure that each item calls for the performance stated in the objective, under the conditions called for.

    Ganesan Veerappan
    PPG Tesl
    Sem 6

  4. From one of readings, I found out that effective exams have 4 characteristics. The tests are valid, means that they are providing useful information about the concepts of designing them. They are reliable, means, that they are consistent in testing different levels of pupils. They are recognizable, means instructions have been given to the pupils for the assessment and finally realistic, means, the designer is aware of the time factors needed to complete the assessment.

    Mohd Nizam Mohamed
    PPG TESL SEM6 2015

  5. For me test design is a step when we want to design a test starting from the objectives of the test.It is like steps that we should take based on precise specifications.This to make sure that the test valid to the students.

  6. Classroom assessment/test design for pupils is among an instructor’s most essential educational tools. When properly developed and interpreted, assessments can help teachers better understand what their students are learning. By providing the means to gather evidence about what students know and can do, classroom assessment can help teachers
    • Identify students’ strengths and weaknesses
    • Monitor student learning and progress
    • Plan and conduct instruction ongoing informal and formal classroom assessment
    • Is the bond that holds teaching and learning together
    • Allows educators to monitor teaching effectiveness and student learning
    • Can motivate and shape learning and instruction
    • Can help teachers gauge student mastery of required skills
    • Can help teachers determine whether students are prepared for tests that are used for high-
    stakes decisions
    • Can help students improve their own performances

    Uma Mageswari D/O Balakrishnan
    Sem 6

  7. Design a test
    Test must be practical
    Can be evaluated by the teacher
    Have the scoring / marks
    Give feedback

  8. On my opinion, to design a test, I have to cater and ensure the task will :

    - suit pupils abilities.
    - adapt and adopt from the Syllabus.
    - attractive text or pictures.
    - valid to the lesson and most important the pupils.
    - link to the authenticity of task.

  9. In my experience in designing a test, it should be:
    - within students' abilities
    - match the topics and syllabus
    - must have score sheets/ marks
    - give feedback or discussion

  10. To design a test, the teacher has to:
    1. Consider the objectives and language abilities to be assessed.
    2. An outline of the test - make sure it has a logically structured
    3. It is reliable that they are consistent in testing different levels of pupils
    4. The instruction is realistic and based on the pupils' achievement

  11. From my revision, there are list in test design:
    Purpose, goals, and objectives of the test
    Research questions
    Participant characteristics
    Method (test design)
    Task list
    Test environment, equipment, and logistics
    Test moderator role
    Data to be collected and evaluation measures
    Report contents and presentation

    Maria binti Zainal
    PPG Tesl
    Semester 6

  12. from my reading , i noticed in desgning the test..teacher need to consider the objectives of the test, the number of the questions, the logically to the topic that been thought. the instruction must simple and can be understand by the pupils.