TEST DESIGN

INTRODUCTION

End of unit tests are important for students to see their flaws and teachers to see where they

have taught well , where they need to improve when teaching and also is considered a good

feedback. Thus, This assignment is going to be about creating an achievement test for English

language course students who are studying Cambridge curriculum called ‘Prepare!’ Level 6

which according to Common European Framework of Reference for Languages CEFRL is

Intermediate.

UNIT SKILLS AND OBJECTIVES

Vocabulary: Study and understand climate change words

Create and use sentences using conditional phrases .

Reading: Students will be introduced to (set) phrasal verbs as set out, set target.

Create sentences and discuss unreal or imaginary conditions using second conditional rule .

Listening: The topic is about a year in an eco house . Students should practice listening

comprehension.

Speaking: Help the students learn how to speak during arguments and debates and learn some

arguing for and against phrases.

SPECIFICATIONS

• The test created by Canva.

promotes the practicality and face reliability of the exam because the students wont face

difficulties in understanding and teacher wont face problems explaining the instructions and

the time wont be wasted. Moreover, each question is backed up with an example.

• The written test includes 6 questions

• one question for listening, three for reading and vocabulary and two for grammar.

• The oral test includes a list of topics each student will debate for two questions, for and

against.

• The total score is out of 28.

10 for Grammar / 7 for Vocabulary and reading / 6 for Listening / 5 for speaking

• Scoring and evaluation for the written test is considered objective as the right answers are

limited . No writing task or skill in the unit.

• Written test scoring is based on dichotomous scoring: the correct answer receives the

mark, the incorrect answer receives a “0.”

It is worth mentioning that the tasks that don’t need creating or changing language got half a

mark each .i.e. choosing and matching. While the tasks that need to paraphrase or to put the

verbs in the right form got one mark each.

• the oral test is assessed using rubric style which supports the criterion reliability of the test.

And the target language is supposed to be used in a real life situations in funny manner

which supports the authenticity of the test

• Oral test rubric criterion will involve

Target language usage

Body language, delivery and fluency,

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 Structure and organisation

• The oral test assessment should be taken during the debate for reliability purpose

The teacher will stand between students as he (indirectly) tries to take notes instead of

standing on their heads evaluating.

He gives his back to the target pair of students and assess them while they are not paying

attention and after taking the sufficient information, he takes a look at the pair of students

sitting in front and checks their body language before switching to the next team...etc

• Feedback

• The teacher should take notes for the most frequent mistakes and starts the next lesson with

revising them using new method. Then give the scored paper tests with their personalised

notes and ask the students to work in pair and correct the mistaken answers together.

•The washback expected from this test is positive as it covers the objectives of the unit.

• For testing reliability, there will be an achievement test covers the latest four units together.

Plus during class evaluations and exams, we can measure the reliability of our assessment.

DEVISING TEST ITEM

 Listening; Test method: Audio prompts, multiple-choice

 listening dialogue is related to the 16 units topic” climate and eco life” the unit presented .

The question designed to measure the same skill as the book is doing

 The test task is an ‘interpretation and context & content’ tasks. It is an extensive-

communication stimulus-response Tasks- dialogue and authentic questions on details.

 It is practical in terms of marking, valid as the topic is related to the lesson subject.

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 Grammar; The two grammar questions are covering the second conditional rule and I wish/

if only rule.

 They were presented in the test by limited production, gab-filling task, grammatical form

and meaning and selected-response , paraphrasing , grammatical form and meaning

 Reading and vocabulary; this unit presents the climate change vocabulary, conditional

phrases and “set” as phrasal verb

 There are three Tasks types used in the test are:

 Receptive Vocabulary-fill in the blank

 Receptive Vocabulary-matching exercise

 Productive vocabulary- selected deletion cloze

 Speaking; The best way to present the argument phrases is through debates.

 This task needs macroskills- Interactive speaking-interpersonal exchanges type-discussion

and conversations( used as informal task to promote a good level of authenticity and

spontaneity.)

 writing and pronunciation are not included in the test as they are not related in this unit’s

contents or purpose (validity)

 Administrating the test

 students will be given 60 minutes for the written test

 No breaks during the test.

 No need for assistance

 Arrive early and Pre-check the class equipment and listening speakers

 The test will start with listening which takes 10 minutes

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 The students pre-read the question before and they get to listen to the audio twice to answer

and re-check their answers.

 For speaking, it will be done a day before.

 The whole process will be given 30 minutes

 It will be in a form of debate.

 A list of funny-controversial questions are prepared in advance.

 First, two circles with student desks/chairs Should be created. Half the chairs create an

inner circle, the other half create an outer circle. Face chairs towards each other.

 then, the controversial question cards should be given to the class. Those sitting in the inner

circle will argue for the topic. Those in the outer will argue against.

 Conclusion

 Briefly, this assignment explained what the exam consists of and what procedure the test

went through during the designing process and the actual testing.

 This assignment made me understand more the questions types, how designing a test is

done , how much does it take and what it needs to take ( time, searching, arranging,

evaluating and choosing the best.). It made me consider the students level and imagine the

situations. I guarantee that this course will reflect positively on my performance when I will

start teaching, I feel that I will enjoy it more. Also, I enjoyed the idea of designing the test on

Canva, it is much better and looks more welcoming.

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 References

 Brown, D. H., & Brown, H. (2021). Language Assessment: Principles and Classroom

Practices (3rd ed.). Pearson Education ESL.

 Styring, J., Tims, N., McKeegan, D., & Capel, A. (2015). Cambridge English Prepare!

Level 6 Student’s Book (1st ed.). Cambridge English.

 https://www.usingenglish.com/quizzes/496.html

 https://www.teacherspayteachers.com/

 https://www.wwf.org.uk/updates/10-myths-about-climate-change

 https://test-english.com/grammar-points/b2/unless-even-if-provided-as-long-conditionals/3/

 https://continuingstudies.uvic.ca/elc/studyzone//410/grammar/2cond1

 https://biofriendlyplanet.com/eco-friendly-tips/12-small-changes-to-make-your-home-more-

eco-friendly/

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