Creating Effective Classroom Tests

by Christine Coombe and Nancy Hubley

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Introduction

• Guiding principles (cornerstones) that govern good testing– Validity– Reliability– Practicality– Washback– Authenticity– Transparency– Security

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Validity

• Does the test measure what it says it measures?• Test what you teach!!!– Test content should be

valid (taught)– The theories should “fit”

with the methodologies of teaching that particular subject

– Test should look like it measure what it should measure

3

Reliability

• Consistency of test scores– Test will yield similar results if given at different

times

• Length of results should be consistent– Longer tests produce more reliable results

• Classroom setting– Lightning, spacing, lack of intrusive noise

• Administrative handling of the test

4

Practicality

• Teacher should be able to set, administer and mark the test in the given time

• Class test are only effective if they are returned promptly– So that students can benefit

from the test taking process

5

Washback

• Effect of testing on teaching and learning

• Both teachers and students should be clear on the outcomes of the test and the course

• Tests should act as markers of achievement for students so that they have a sense of acomplishment

6

Authenticity

• Refers to the use of concepts in the real world

• Students must know where each of the concept studied/tested applies in the real world

7

Transparency

• Transperent grading criteria• Weighting of item in test• Time allowed to complete the test

• No mysteries!!!

• Students should be clear that they have “earned” the marks

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Security

• Security is not important only in high-stake tests– Part of both reliability and validity

• Time is invested in setting the tests,so they may be recycled

• Cultural issues affect security– e.g., Is it ok to make tests public?

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Guidelines

• Test to course outcomes• Test what has been taught, how it has been taught• Weight exam according to outcomes and course

emphases• Organize exam with student time allocation in mind• Test one language skill at a time unless integrative

testing is the intent• Set tasks in context wherever possible • Choose formats that are authentic for tasks and skills• Avoid mixing formats within one exam task

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Guidelines

• Distinguish between recognition, recall, and production in selecting formats

• Design test with entire test sections and tasks in mind• Prepare unambiguous items well in advance • Sequence items from easy to more difficult• Items receiving equal weight should be of equal

difficulty• Write clear directions and rubrics• Provide examples for each format• Write more items than you need

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Guidelines

• Avoid sequential items• Take your test as a student before finalizing it• Make the test easy and fair to grade• Develop practice tests and answer keys

simultaneously• Specify the material to be tested to the

students

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Guidelines

• Acquaint students with techniques and formats

• Administer test in uniform, non-distracting conditions

• For subjective formats, use multiple raters whenever possible

• Provide timely feedback to students• Reflect on exam without delay

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MCQ Format

• For testing of main idea in a text:

– JR (just right): the correct answerDistracters:– TG (too general): option too broad– TS (too specific): option focusing one detail in the

paragraph– OT (off topic): reflects an idea that is not

developed in the paragraph

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