1. Introduction
   1. Task into Test
   2. To obtain reliable test results
2. Time allocations for testing
   1. How much time to allocate for a test
   2. Time constraint
      1. a good indicator of learners' proficiency in authentic situations
      2. Level of proficiency of the learners
      3. The speed of the performance
         1. Less important when assessing the skills of beginning level learners
      4. the ability to use language according to normal time constraints
   3. Should not give Too much time for tests to assess language skills
3. Grading accuracy and time
   1. Tests - carefully costructed, edited, tried out and revised ==> For more reliability
   2. Higher Reliablity
      1. Greater Accuracy of measurement
   3. Assessing Grades
      1. Reliability +Accuracy
      2. Can be enhanced by increasing the number of tests and/ or quizzes student take
         1. Not to use time for testing when there is no need for the information test can provide
            1. Testing time reduces instruction time
      3. 1. Perfect accuracy, reliability are virtually impossible in educational measurement
      4. 2. Important decisions about students ==> Promotion should be always based on multiple indicators of performance
      5. 3. We must recognise the limitations of test-based measurement and be sympathetic to our students
4. Test instructions
   1. To let students know what they are supposed to do
   2. It is to discover what students have learned
      1. Not how well they can understand test instruction
   3. Should be Clear and meaningful to students
   4. To inform clearly what to do for each kind of task including in the test
   5. to inform clearly what to do for each kind of task including in the test
   6. they should get enough information about the test as a whole to decide how best to expend their effort in the time available
   7. General Instruction
      1. 1. Purpose of the test
      2. 2. Weighting of test
      3. 3. Time available
      4. 4. Number of parts or blocks
      5. 5. Special test conditions (referring textbook
      6. 6. kinds of input
      7. 7. kinds of response
      8. 8. extent of response
      9. 9. Procedure of recording response
      10. 10. What the assessor will look for when scoring
   8. Block instruction
      1. to inform students of requirements of the task types
      2. 1. time limits for the block and for subsection within the block
      3. 2. number of marks allocated for the block
      4. 3. number of marks allocated to items within the block
      5. 4. special test conditions for the block
   9. Written or Oral
   10. Suggestoins
       1. 1. when the students are already familiar with the task type, == elaborate instruction may not be needed
       2. 2. When we are using new test task, one example can do the job of pages of instructions
   11. If instructions are not good, the reliability and validity of students scores are invariably lowered
5. Layout and Format
   1. Aimed at helping students demonstrate their attainment of instructional objectives
   2. Directed towards removing distractions
   3. Crowding
      1. Hard to read
      2. White space between instructions, questions
   4. Ordering blocks of items
      1. to help for each change of mental gears
         1. Saves time, energy
      2. Same kind of tasks or items should be kept together
   5. Efficiency ordering
      1. Order the blocks = can gain the greatest number of points in the least amount of time eg: MCQ
   6. Facility ordering
      1. order the block = can yield the best level of performance comes first
   7. Difficulty ordering
      1. Opposite of facility ordering = students tackle the toughest tasks while they are freshest
   8. Reactive ordering
      1. if the performance on block A is likely to have an adverse effect on students' performance on block B, then put block B before A
         1. Eg: first Comprehension text, then comprehension questions
   9. Ordering Items
      1. Facility ordering
         1. Continue to order items according to your estimate of how well students will perform
      2. Random ordering
         1. following the initial easy items, put the remainder in random order
6. Tips on scoring
   1. Closed-ended test task can be scored easily and objectively
      1. Because the range of possible responses is limited and the scoring criteria are straightforward
   2. Limited-response tasks and especially open-ended test tasks are subjective and generally call for considerable judgment
   3. Types of Scoring
      1. 1. Holistic
         1. A single score is assigned to a student's overall test performance
         2. Holistic scores
            1. Represents teachers' overall impressions and judgments
            2. General incentives for learning
            3. Provides no detailed information about specific aspects of performance
            4. Not useful in guiding teaching and learning
      2. 2. Analytic
         1. Different components or features of the students' responses are given separate scores
            1. eg: on an easy, spelling, grammar, organization, and punctuation
         2. Score are sometimes added together to yield a total holistic score, but they are generally kept separate
            1. Performance or test profile
         3. provides useful feedback to students and diagnostic information to teachers
         4. Useful for planning instruction and studying