Third Unit: Test Design
Unit 3: Test Design
Introduction
In the process of language teaching and learning, assessment plays a crucial role in guiding students' progress and informing instructional decisions. In this unit, we will focus on the design of tests aimed at assessing the four fundamental language skills: reading, writing, speaking, and listening. Through the revision and analysis of different assessment methods, you will develop the ability to create effective, reliable, and valid tests suited to specific contexts and learner needs.
The main objective is to strengthen your teaching skills by learning to align assessment tools with instructional goals, always maintaining a responsible and reflective attitude toward evaluation practices. By the end of this unit, you will be able to design comprehensive tests that not only measure language competence accurately but also contribute positively to the learning process.
Goal 3.1 To analyze a language test-Instructions
Analysis of Test 2
- What is the purpose of the test?
The test is designed to evaluate skills of students´ including spelling, vocabulary, reading comprehension, grammar and writing. It aims to evaluate how well students understand and apply language rules, comprehend texts, and express simple ideas, particularly in a 6th-grade context. Additionally, the test checks for both specific language knowledge and the ability to interpret and use language in different contexts.
- Does it represent direct or indirect testing (or a mixture of both)?
It is a mixture of both. Some sections (e.g., spelling dictation, reading comprehension) directly test students' language use, while others (e.g., multiple-choice vocabulary and grammar questions) assess knowledge indirectly.
- Are the items discrete or point or integrative (or a mixture of both)?
The test includes both discrete-point items (e.g., vocabulary and grammar exercises, homophones) and integrative tasks (e.g., reading comprehension and the open-ended writing question about friendship).
- Which items are objective and which are subjective? Can you order the subjective items according to degree or subjectivity?
Objective items in the test are those with clear and fixed answers. On the other hand, subjective items require interpretation and personal input.
- Spelling dictation in question 1
- Story completion in question 2
- Vocabulary and grammar in questions 3, 4, and 5
- Family tree analysis in question 6
- Reading comprehension in question 7 in the multiple-choice section
- Is the test norm-referenced or criterion-referenced?
The test is criterion-referenced because it evaluates that students have achieved specific learning objectives or language standards (such as spelling, grammar, and reading comprehension skills) rather than comparing their performance to that of other students. The focus is on whether students meet certain language benchmarks rather than ranking them relative to a group
- Does the test measure communicative abilities?
It evaluates English language skills, including spelling, vocabulary, grammar, reading comprehension, and writing. These are important components of communication in a language, but the test does not focus specifically on communication abilities.
- What relationship is there between the answers to question 6 and the answers to the other questions?
The relationship between question 6 and the others is that, although it focuses on analyzing a family tree, it still assesses reading comprehension. While the other questions focus on language skills (spelling, vocabulary, grammar), question 6 also evaluates how students interpret written information, but with a focus on a specific topic.
Goal 3.2 To design a test item for each skill
Reading Activity: Reading comprehension “Anna’s outfit”
Objective: To assess students’ ability to understand basic written English, specifically focusing on recognizing vocabulary related to clothing, colors, and simple descriptions. The activity will evaluate their ability to extract key information from a short text and comprehend specific details.
Focus: Students will focus on identifying clothing items, colors, and accessories in a simple description. They will prove understanding key details about a person’s outfit and how they might feel, helping to develop basic reading comprehension skills through short, direct questions.
Format: Text analysis and multiple choice.
Instructions:
Read the text below and answer the questions about Anna’s outfit.
Assessment criteria:
Speaking Activity: Describe Someone’s Outfit
Objective: Assess students’ ability to use clothing vocabulary and provide advice in a conversational context.
Focus: Students will practice speaking skills by describing clothing, colors, materials, and accessories in detail. The activity will assess the use of appropriate vocabulary and clear pronunciation while expressing ideas in a natural, conversational way.
Format: Individual oral presentation.
Instructions:
Choose a classmate or a person in a picture provided by the teacher. Describe their outfit, including clothing items, colors, materials, and any accessories. Speak for about 1-2 minutes.Try to be detailed and clear in your description.
Assessment Criteria:
Writing Activity: Describe an Outfit in a Message
Objective: Assess students’ ability to describe clothing using clear and accurate language in a written message.
Focus: Students will practice using descriptive vocabulary and sentence structure to accurately describe clothing, colors, and accessories in written form. The activity aims to assess students’ ability to communicate visual details clearly and effectively in a casual written context.
Format: Individual written task, short text message (40–50 words), informal/casual writing style.
Instructions:
Imagine you are texting a friend to describe what someone is wearing at a party. Write a short message (40-50 words) describing the person's outfit, including clothing items, colors, and accessories.Use descriptive vocabulary and complete sentences.
Assessment Criteria:
Listening Activity: Guess the Outfit
Objective: Evaluate students’ listening comprehension by identifying clothing items based on descriptions. descriptions.
Focus: Students will identify specific information from spoken descriptions, such as clothing items, colors, and patterns. The activity will assess listening comprehension skills by focusing on key vocabulary and detailed understanding in context.
Format: Multiple choice.
Instructions:
Listen to the short recording where a person describes what they are wearing. Take notes on the clothing items, colors, and patterns mentioned. After the audio, answer multiple-choice questions or write down what the person is wearing.
Assessment Criteria:
Test Items:
Activity of reading items:
“Anna’s Outfit”
Anna is at her friend’s birthday party. She is wearing a blue dress with white spots. Her shoes are red and shiny. She has a yellow hat with a ribbon on it. Anna also has a green handbag. She looks very happy at the party!
Questions:
1.What color is Anna’s dress?
A) Red
B) Blue
C) Green
2.What color are Anna’s shoes?
A) Yellow
B) Red
C) White
3.Does Anna have a hat? What color is it?
A) Yes, it’s yellow.
B) Yes, it’s blue.
C) No, she doesn’t have a hat.
4.What color is Anna’s handbag?
A) Yellow
B) Green
C) Red
5.How does Anna look at the party?
A) Sad
B) Happy
C) Tired
Activity of listening items:
Audio 1
“She is wearing a red dress and yellow shoes. She has a blue hat.”
1. What is she wearing?
A) A red dress, yellow shoes, and a blue hat
B) A pink skirt, black shoes, and a white shirt
C) A green T-shirt, jeans, and brown shoes
Audio 2
“He is wearing a green T-shirt and blue jeans. He has white sneakers.”
2. What is he wearing?
A) A red T-shirt, blue jeans, and white sneakers
B) A green T-shirt, blue jeans, and white sneakers
C) A yellow shirt, black pants, and brown shoes
Audio 3
“She is wearing a purple skirt and a yellow T-shirt. She has pink shoes.”
3. What is she wearing?
A) A purple skirt, yellow T-shirt, and pink shoes
B) A green dress and red shoes
C) A blue skirt and white shirt
Audio 4
“He is wearing a white shirt, black pants, and a red cap.”
4. What is he wearing?
A) A white shirt, black pants, and a red cap
B) A blue jacket and brown pants
C) A green shirt and gray shorts
Goal 3.3 To design a language test
English Test – Describing Clothes
Name: ___________________________________________ Date: _________________
Teacher: _______________________ Grade: ________________ Score:_____________
PART 1 : Listening - Chose the Correct Outfit (8 points)
Instructions:
Listen carefully. Your teacher will read four short descriptions. After each one, choose the correct outfit by circling the correct option.
Audio 1
1. What is she wearing?
A) A red dress, yellow shoes, and a blue hat
B) A pink skirt, black shoes, and a white shirt
C) A green T-shirt, jeans, and brown shoes
Audio 2
2. What is he wearing?
A) A red T-shirt, blue jeans, and white sneakers
B) A green T-shirt, blue jeans, and white sneakers
C) A yellow shirt, black pants, and brown shoes
Audio 3
3. What is she wearing?
A) A purple skirt, yellow T-shirt, and pink shoes
B) A green dress and red shoes
C) A blue skirt and white shirt
Audio 4
4. What is he wearing?
A) A white shirt, black pants, and a red cap
B) A blue jacket and brown pants
C) A green shirt and gray shorts
PART 2: Writing - Describe an Outfit in a Message (4 points)
Instructions:
Imagine you are texting your friend to describe someone at a party. Using 40-50 words. Use clothing and color words. Don’t forget punctuation and spelling.
Write your message here: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PART 3: Reading - Outfit description (10 points)
Instructions:
Read carefully the text about Ana’s outfit and answer the questions.
Anna is at her friend’s birthday party. She is wearing a blue dress with white spots. Her shoes are red and shiny. She has a yellow hat with a ribbon on it. Anna also has a green handbag. She looks very happy at the party!
Questions:
1.What color is Anna’s dress?
A) Red
B) Blue
C) Green
2.What color are Anna’s shoes?
A) Yellow
B) Red
C) White
3.Does Anna have a hat? What color is it?
A) Yes, it’s yellow.
B) Yes, it’s blue.
C) No, she doesn’t have a hat.
4.What color is Anna’s handbag?
A) Yellow
B) Green
C) Red
5.How does Anna look at the party?
A) Sad
B) Happy
C) Tired
PART 4 : Speaking – Describe Someone’s Outfit (4 points)
Instructions:
Choose one character, look at it and describe what the person is wearing. Try to speak in full sentences and use clothing and color words.
Examples of images:
Key answers
PART 1 : Listening – Guess the Outfit (8 points)
Instructions:
Listen carefully. Your teacher will read four short descriptions. After each one, choose the correct outfit by circling the correct option.
Audio 1
“She is wearing a red dress and yellow shoes. She has a blue hat.”
1. What is she wearing?
A) A red dress, yellow shoes, and a blue hat
B) A pink skirt, black shoes, and a white shirt
C) A green T-shirt, jeans, and brown shoes
Audio 2
“He is wearing a green T-shirt and blue jeans. He has white sneakers.”
2. What is he wearing?
A) A red T-shirt, blue jeans, and white sneakers
B) A green T-shirt, blue jeans, and white sneakers
C) A yellow shirt, black pants, and brown shoes
Audio 3
“She is wearing a purple skirt and a yellow T-shirt. She has pink shoes.”
3. What is she wearing?
A) A purple skirt, yellow T-shirt, and pink shoes
B) A green dress and red shoes
C) A blue skirt and white shirt
Audio 4
“He is wearing a white shirt, black pants, and a red cap.”
4. What is he wearing?
A) A white shirt, black pants, and a red cap
B) A blue jacket and brown pants
C) A green shirt and gray shorts
PART 2: Writing – Describe an Outfit in a Message (4 points)
Instructions:
Imagine you are texting your friend to describe someone at a party. Using 40-50 words. Use clothing and color words. Don’t forget punctuation and spelling.
Example:
Hi! I see a girl at the party. She is wearing a pink dress and white shoes. She has a purple hat and a small handbag. Her dress has flowers on it. She looks very pretty and happy. I really like her outfit.
Write your message here: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
|
Criteria |
Description |
Points |
|
Vocabulary |
Uses at least 3 clothing and color words correctly. |
1 point |
|
Sentence structure |
Writes at least 3 complete sentences (subject + verb + complement). |
1 point |
|
Spelling and punctuation |
Most words are spelled correctly and basic punctuation is used (capital letters and periods). |
1 point |
|
Message format |
Writes like a message to a friend (e.g., starts with “Hi!” or something similar). |
1 point |
PART 3: Reading - Outfit description (10 points)
Instructions:
Read carefully the text about Ana’s outfit and answer the questions.
Anna is at her friend’s birthday party. She is wearing a blue dress with white spots. Her shoes are red and shiny. She has a yellow hat with a ribbon on it. Anna also has a green handbag. She looks very happy at the party!
Questions:
1.What color is Anna’s dress?
A) Red
B) Blue
C) Green
2.What color are Anna’s shoes?
A) Yellow
B) Red
C) White
3.Does Anna have a hat? What color is it?
A) Yes, it’s yellow.
B) Yes, it’s blue.
C) No, she doesn’t have a hat.
4.What color is Anna’s handbag?
A) Yellow
B) Green
C) Red
5.How does Anna look at the party?
A) Sad
B) Tired
C) happy
PART 4 : Speaking – Describe Someone’s Outfit (4 points)
Instructions:
Choose one character, look at it and describe what the person is wearing. Try to speak in full sentences and use clothing and color words.
Examples of images:
Key words:
1.Purple,dress, flowers, white, necklace, crown, shoes.
2: necklace, orange, white, shoes.
3: shorts, shirt, shoes, black, yellow, brown.
|
Criteria |
Description |
Points |
|
Vocabulary |
Uses at least 3 clothing and color words correctly. |
1 point |
|
Sentence structure |
Says at least 3 complete sentences (subject + verb + complement). 1 point |
1 point |
|
Pronunciation and clarity |
Speaks clearly and can be understood easily. |
1 point |
|
Fluency and effort |
Tries to speak without long pauses. Shows effort to describe the outfit. |
1 point |
Justification
This test is designed to evaluate students' understanding and use of vocabulary and structures related to describing clothing and colors. All four skills:
Listening:This section evaluates students’ listening comprehension skills. Students listen to short, clear outfit descriptions and identify the correct image. This reinforces vocabulary recognition (clothing and colors) and improves listening for detail.
Writing:This task focuses on productive writing skills. Students describe a person’s outfit in a short message format. It encourages full sentence formation, spelling accuracy, use of vocabulary, and appropriate punctuation. It also integrates a real-life context (texting a friend) to increase relevance and motivation.
Reading:The reading activity helps students develop reading comprehension skills through a short descriptive text. They answer questions based on the text, reinforcing the connection between vocabulary, comprehension, and inference.
Speaking:In this part, students describe a character’s clothing using visual support. It promotes oral production, vocabulary use, fluency, and pronunciation. The task encourages spontaneous speaking and confidence in using the target language in context.
Reflexion
Throughout this unit, we have gained a deeper understanding of language testing principles, particularly the differences between direct and indirect testing, discrete-point and integrative items, and objective versus subjective items. We learned how important it is to carefully design test tasks so that they accurately measure the specific skills we want to assess, while maintaining a balance between objectivity and meaningful language use.
We also realized that a well-designed test must align closely with learning objectives and that clear assessment criteria are essential for fair evaluation. When analyzing the sample Test 2, we recognized how different parts of the test measured a variety of language skills such as spelling, vocabulary, grammar, reading comprehension, and writing. We understood the distinction between criterion-referenced and norm-referenced tests and saw that a criterion-referenced approach focuses more on measuring student achievement against specific standards something that makes more sense in many classroom contexts.
One of the most important things we learned was how to design items for each skill (reading, writing, speaking, listening) while keeping tasks appropriate, clear, and level-appropriate. For example, the "Anna's Outfit" activities taught us how a single theme could be used to assess multiple skills in a cohesive way. This was very useful because it demonstrated how to create activities that feel natural and engaging for students, rather than random or disconnected.
However, we also found some challenges. It was difficult at first to balance between making the tasks clear enough for students at a basic level while still keeping them challenging enough to properly assess their abilities. We also realized we needed more practice in designing subjective assessment criteria, especially for speaking and writing tasks, because they involve more interpretation and judgment by the teacher.
In the future, we definitely want to apply the strategy of creating tasks around a central theme or context (such as clothing and outfits) because it helps students stay engaged and see the connection between different skills. Also, using clear rubrics for subjective items will be something we implement more carefully in our own classrooms to ensure fairer and more consistent grading.
Overall, we felt very positive and motivated by this unit. It made us realize that designing good tests is not only about writing questions, but about being thoughtful, clear, and aligned with what we want students to achieve. We feel more confident now in evaluating and creating tests that truly support students' learning and growth.
I was expecting that you presented the corrected version of the test project but you did not.
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