Language test construction and evaluation
Describe the population(s) for which the test is appropriate ...
(Statement 1).
Describe the process of test development. Explain how the content and
skills to be tested were selected. (Statement 4) It appears that the current praaice of UK examination boards does not always meet such standards.
2.7    Checklist
Since specifications vary according to their uses, not all the points in the following checklist will need to be covered in all specifications. Above all, specifications writers must first decide who their audience is, and provide the appropriate information.
Test specifications should include all or most of the following:
The test's purpose
Description of the test taker
Test level
Construct (theoretical framework for test)
Description of suitable language course or textbook
Number of sections/papers
Time for each section/paper
Weighting for each section/paper
Target language situation
Text-types
Text length
Language skills to be tested
Language elements to be tested
Test tasks
Test methods
Rubrics
Criteria for marking
Descriptions of typical performance at each level
Description of what candidates at each level can do in the real
world
Sample papers
Samples of students' performance on tasks
Test specifications
Bibliography
Alderson, J.C. 1988b. New Procedures for Validating Proficiency Tests of ESP? Theory and Practice. Language Testing 5(2); 220-232.
Alderson, J.C. and CM. Clapham. 1992a. Applied Linguistics and Language Testing: a Case Study of the ELTS Test. Applied Linguistics 13: 149-167.
Alderson, J.C. and CM. Clapham. 1992b. Examining the ELTS Test: An Account of the First Stage of the ELTS Revision Project. IELTS Research Report 2. Cambridge: The British Council, University of Cambridge Local Examinations Syndicate and International Development Program of Australian Universities and Colleges.
Bachman, L.F. 1990. Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L.F., A. Kunnan, S. Vanniariajan and B. Lynch. 1988. Task and Ability Analysis as a Basis for Examining Content and Construct Comparability in Two EFL Proficiency Test Batteries. Language Testing 5: 128-160.
Clapham, CM. and J.C. Alderson (forthcoming). Constructing and Trialling the IELTS Test. IELTS Research Report 3. Cambridge: The British Council, University of Cambridge Local Examinations Syndicate and International Development Program of Australian Universities and Colleges.
Criper, C and A. Davies. 1988. ELTS Validation Project Report,
Research Report l(i), London and Cambridge: The British Council and the University of Cambridge Local Examinations Syndicate.
Davidson, F. and B. Lynch. 1993. Criterion-Referenced Language Test Development. A Prologomenon. In A. Huhta, K. Sajavaara and S. Takala (eds.), Language Testing: New Openings. Institute for Educational Research, University of Jyvaskyla, Finland.
Hughes, A. 1988. Achievement and Proficiency: The Missing Link. In A. Hughes (ed.), Testing for University Study, ELT Documents 127. London: Modern English Publications.
Hutchinson, T. and A. Waters. 1987. English for Specific Purposes: A Learner Centred Approach. Cambridge: Cambridge University Press.
Hymes, D.H. 1972. On Communicative Competence. In J.B. Pride and J. Holmes, (eds.), Sociolinguistks. Harmondsworth: Penguin.
Munby, J. 1978. Communicative Syllabus Design. Cambridge: Cambridge University Press.
Oller, J, 1979. Language Tests at School. London: Longman.
Robinson, P. 1980. ESP (English for Specific Purposes). Oxford: Pergamon.
Swales, J. 1985. Episodes in ESP. Oxford: Pergamon.
Weir, C.J. 1983. Identifying the Language Problems of Overseas Students in Tertiary Education in the United Kingdom. Ph.D. thesis, University of London
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