Unit 5 Test Design I

In this unit we are going to explore t the different steps involved in the process of designing a test.
Enjoy the Unit.
Competencies:
By the end of this Unit, students will be able to:

 Demonstrate understanding of the various steps of the test design

process;
 Recognize a range of assessment techniques used by teachers and
their basic design features;
 Write well-designed tests that are valid and reliable; and
 Follow appropriate approaches to test design, including direct and
indirect testing and discrete integrative testing.

Content of the Unit:

1. Introduction
2. Stages of Test Development
3. Assessment techniques
4. Summary and Conclusions
5. Assessment Plan
6. References
7. Key

Estimated Time

 10 hours.

Assessment Plan

In order to successfully complete your work on this Unit you will be

asked to do two assessment tasks:

Unit 5 Final Task; this task represents 5 points of the overall grade.
You will submit this task through the UAS platform.

Unit 5 Discussion FORUM, this forum represents 5 points of the

overall grade. You will complete this forum on the UAS Platform.
1. Introduction

In the previous unit we discussed the issues of validity and reliability and
how they make a successful exam; in addition, we discussed at different
approaches to testing, for instance: direct vs indirect, discrete vs
integrative, etc. and they opened our mind to different possibilities and
provided us with more ideas on the type and quality of evidence we want to
gather from our students´ learning.

In this unit, we are going to analyze each of the steps involved in the
process of test design proposed by Arthur Hughes in his book Testing for
Language Teaching in 2003.

In order to take the best out of this unit, we will have a different approach in
the design of this unit. We will work with the END OF UNIT TASK since the
beginning of the unit as we analyze each of the steps of test design.

Before we start with the stages of test development, we want you to rate
your exam from 1 to 10, being 1 a low-quality exam and 10 an excellent
exam. Keep this number in mind as we visit the stages. Let´s start!

1. Stages of Test Development

End of Unit task

Step 1) Look for an English exam you recently used in your language
classroom. We will analyze the exam as we read the stages of test
development. Make sure you complete all the steps included in this study
material and collect your answers in a separate document as they will be
the foundation of your end of unit report.

Once you have the exam in your hands, read the first stage in test
development.
Stage 1. Stating the problem

In order to design a test, we need to have a well-defined purpose before we

start; as obvious as this might be, some teachers design test without begin
fully aware of the choices they make and the evidence they gather.

Step 2) Using the exam you chose in step 1, answer the following
questions proposed by Arthur Hughes (2003) for the first stage in test
development. Open a word document and write your answers or copy them
from here into a blank file.

1) What kind of test is it to be? Achievement (final or progress), proficiency,

diagnostic, or placement?

Despite of the fact, that we will eventually be able to design all types of test,
the most common one is the achievement exam.

2) What is its precise purpose? Briefly describe what you expect to get
from the exam in terms of what you want to measure.
3) What abilities are to be tested?

I encourage you to make a reflection on how connected your answers to

question 2 and 3 are. They need to have a strong relationship. You cannot
(well, you should not) expect to get one thing and start testing a different
thing.

4) How detailed must the results be?

The better the items (exercises) in the exam are, the more detailed – and
useful – the answers you get from students. If you take a closer look to the
exam in your hands, you can judge the exercises by using your knowledge
on the approaches to testing (direct / indirect, discrete / integrative) to
determine how detailed the answers from the students will be and if they
are useful for the purpose of the exam.

5) How accurate must the results be?

Think about how relevant the results of the exam are, will they determine if
a student passes or not the course? Is it just a test with no relevance? The
more important the decision, the more accurate the results must be;
therefore, more attention should be paid in the process of designing the
exam.

Now that you have answered the previous questions, we can say that you
have a first general picture of what happened in the first stage in designing
the exam you have in your hands. This might be the first time you ask
yourself this type of questions before designing a test.

Once we have a better understanding of the exam we have in our hands, it

´s time to move to the second stage in the process of designing a test.

Stage 2) writing specifications for the test.

In this second stage, a set of specifications for the test must be written. The
expected information in this second stage is related to: content, test
structure, timing, medium/channel, techniques to be used, criterial levels of
performance, and scoring procedures.

Step 3) as you read each of the categories, complete the following sub-
tasks. Remember, the answers must be collected in a separate document
as they will be part of the end of unit task. Let´s read about content.

1) Content.

Do you remember content validity? In the process of designing an exam,

you have to make decisions on what to test based on what´s on the
syllabus or what was taught or supposed to be taught, etc.

The way in which the content is described will vary with its nature. For
example, in a grammar test, you may simply list all the relevant structures
covered during a period of time.
Answer the following questions:

 Is the content of the exam a valid representation of what it is

supposed to be testing?
 Would you say the exam in your hands included enough
representative samples of the content?
 Is the exam missing some content that you expected to be tested?
 Is the exam missing some content that you taught and that was
not included in the exam?
 Is there content in the exam that you didn´t teach?
 Etc.,

As you can probably realize, this first part of stage 2 is really important as it
determines what we will include in the exam. One key reflection that you
can make is whether or not the answer you gave to the second question in
the first stage is still correct at the light of the content that should have been
included in the exam.

Another element to consider in this second stage is the following:

2) Structure, timing, medium/channel and techniques.

Step 4) answer the following questions as you read.

 Test structure. It refers to the number of sections that the test will
have and what is tested in each. For example, 3 sections –
grammar, reading and writing. How many sections are there in the
exam you are analyzing and what are they about?
  Number of items. In total and in the various sections. You have to
make decisions on the total number of items that you will include
in the exam. As you can remember from the previous unit, when
we discussed the issue of reliability, it stated that this is a key
aspect: include enough representative sample but make sure you
don´t design an exam that is too long or too short.

Answer: how many items are there in the exam that you are analyzing? Do
you think that this number is the most appropriate? Would you add more or
remove some items? Why?

This part is really important, if you designed the exam, you can give it a
second thought on the previous decisions you made. If it’s the case, that
you were given the exam you are analyzing, you can make more informed
judgements and determine whether or not the number of items is
appropriate for the content and for the purpose of the test.

The third element is the medium or channel.

 Medium / Channel. This element refers to the way the exam is

taken by students, is it online, face-to-face, by telephone, etc. Don
´t forget to Include this description in your end of unit task.
  Timing. This fourth element is about the time you as a designer
allocated for students to complete each section and for the entire
test. Answer the following questions and include the answers in
your end of unit task.

1) how much time does it take for a regular student to answer the exam?
2) how much time do you expect students to spend in each section?
3) Is there enough time to complete the items in the exam?
4) Are sections balanced in terms of the time they demand when being
completed? Sometimes, we allocate more time to a task that is not as
complex as a different one with less time available.
5) Is the time available for a regular class enough for students to finish with
the exam?
6) When you used the exam, did you experience any time constraint?

Don´t forget to include your answers in the end of unit task.

The third element in this second stage is criterial levels of performance.

3) Criteria levels of performance.

According to Hughes (2003) the required level of performance for (different

levels of) success should be specified. This may involve a simple statement
to the effect that, to demonstrate “master”, 80 per cent of the items must be
responded to correctly.
In the case of testing a skill like speaking or writing, we expect the test
designer to include a description of the criterial level. For example, in a
spoken exam, for B2 candidates, you can use the following criteria:

 Accuracy: shows a relatively high degree of grammatical control.

Does not make errors which cause misunderstandings and can
correct most of his/her mistakes.
 Fluency: can produce stretches of language with a fairly even
tempo; although he/she can be hesitant as he or she searches for
patterns and expressions, there are few noticeably long pauses.
 Interaction: can initiate discourse, take his/her turn when
appropriate and end conversation when he/she needs to, though
he/she may not always do this elegantly. Can help the discussion
along on familiar ground, confirming comprehension, inviting
others in, etc.
 Etc.

Key questions: do you have a criteria level of performance in the exam you
are analyzing? In the case that you didn´t design the exam, can you ask for
it? If it´s the case, that you designed the exam: did you include it? Yes?
No? elaborate on your answer.

4) Scoring procedures

Read Part A) and answer Part B) to get a better understanding of this

section.
Part A) Read the following scenario:
 You included in the test a direct item asking students to write about
what they did last summer. This item is subjective and as you need
the judge the answers.
 You checked more than half of the exams, but as you run out of time,
you asked another teacher to help you checking the exams, specially
this exercise.
 It ended up that you disagree with his scoring procedures, as he
marked some sentences with half-point, and you think the item is right
or (maybe) wrong, etc.

Part B) answer the following questions: (not to be included in the end of

unit task)
 What rating scale will be used?
 What happens if two or more raters disagree about a piece of
work?
 How will you decide who´s right?

This is the problem of not having scoring procedures and criteria level of
performance.

Part C) answer the following questions and include your

answers/reflections in your end of unit task:

 Does the exam in your hands include a scoring procedure or a clear

criterial level of performance?
All of the elements in this second stage: 1) content, 2) structure, timing,
medium/channel, 3) criteria levels of performance, and 4) scoring
procedures are key elements in the development of a test. Don´t forget to
analyze if each of the elements are evident in the exam you recently used
and include your reflections/answers in the end of unit task.

We expect that this far; you have made reflections on the quality of the
exam you have in your hands. Do you remember, that at the beginning of
this unit you rated your exam from 1 to 10? Do you still give the same
number to your exam? Keep that in mind!

Let´s jump on to the third stage in the process of test design.

Stage 3. Writing and moderating items

Once you have answer all of the questions in stage 1 and 2, it is time to
start writing the items you want to include in the exam. In this stage we
have 3 sub-stages or steps to consider.

1. Sampling. This refers to the fact that you have to make the right
choices on the types of items to include in the exam. Not only to choose the
ones that will provide you with the best evidence of students´ learning, but
to consider items that truly serve the purpose of the exam. Finally, you
have to include items that could help you test all of the content specified in
stage 2.

Step 5) Questions to include in your end of unit task:

 Are the items included in the exam the most appropriate for the
content of the exam and for the purpose of the exam?
 Would you change any of the items for a different one?
2. Writing items

The second element refers to the process of writing the items you chose in
the previous element in this third stage. According to Hughes (2003) items
should always be written with the specifications in mind.

Something important to consider when writing the items is analyzing each

of the items with the test taker in mind and imagen how they will interpret
the instructions, how they might answer the items in order to identify
possible mistakes in the design, etc.

Writing items is extremely difficult, we can not expect to design perfect

items every time we sit down to design a test; however, we can develop the
ability by practicing.

In order to evaluate the effectiveness of the items included in the exam you
have in your hands, let´s analyze some advantages and disadvantages of
the most commonly used items.

Item: True / false and multiple-choice questions.

These two items are probably the most popular testing techniques
found in test today, largely because they are very easy to mark
and have excellent reliability.

However, they present several problems:

 They only test the students´ ability to recognize the
correct answer.
 There may be problems in using true/false questions to
test grammar
  There is a problem with students guessing the right
answer
 They are extremely difficult to design
 Sometimes they are impossible to write
For example, in this item testing vocabulary, the recognition of the
word weekend is being tested and students can guess the right
answer.

In the case of using it for testing grammar, as in the example

below, students can also guess the right answer.

One of the main disadvantages is the fact that you cannot always
trust the results due to the guessing fact and you cannot assume
that students can produce language as you tested students
indirectly.

Step 6) Answer the following questions:

If it’s the case that you included Multiple-choice and/or True/false items in
the exam, reflect on the following questions:

 Did you consider the disadvantages described in this section when

you designed/applied the exam?
 To what extent can you trust the results your students got?
 Would you consider redesigning the items for a different item?
Let´s now analyze another very commonly used item gap-filling.

Item: Gap-filling

In the case of true/false and multiple-choice items testing

recognition, gap-filling items test production. In the case of gap-
filling we have three considerations to attend.

First consideration: should we give a context or not?

Answer the following exercise:

When there is not enough context, as in the example above, more

than one answer may be possible. In one hand, it confuses the
test takers on what to answer. On the other hand, it demands
more judgement on deciding the right possible answers from the
test marker thus it takes more time.

Answer the following item:

In the example above the first answer is provided and it serves as
context as it raises students´ awareness on aspects to consider
(simple present) when filling the other gaps.

Let´s analyze the second consideration.

Second consideration: should we give a guide as to what to put in

the gap or not?

One decision we must make when including filling the gaps items
in a test is about how much help we have to provide to students.

Look at the following example:

As you can see in the example above, we included a certain

amount of help to guide students on what goes in the gap;
however, in the first examples in this section, we provided no
assistance to the test takers.

When to give assistance depends on three issues:

 When we are testing students´ ability to transform

something (e.g. the infinitive into the third person, an
active to passive, etc.)
 When we want to force students to use a desired item.
  When we want to put the same idea in each student´
head, to avoid testing students´ creativity or originality, or
to avoid testing vocabulary and we are more interested in
students answering with one single type of structure.

Let´s analyze the last consideration when designing gap-filling items and
including them in a test.

Third (and last) consideration: should we choose specific items to

be gapped or not?

This truly depends on the level of complexity you want to give to

the item and/or what you want to test. The following example is a
cloze item in which you delete every seventh word. Theory
suggests that any native speaker can easily predict the word that
fills the gap.

Just remember, that the text should be at the right level, if you
bring a text that is too above students´ level they will fail at
predicting the missing word.

If you want to ease the exercise you can make a variation of the
cloze just like the following example:
 As you can see in both items the first sentence is not deleted as it
provides context to students on what the text is about. In this
second item, every second word is deleted; however, the first
letter is provided to guide students on the possible answer to the
gap.

Step 7) Answer the following questions:

Take a closer look at the exam you recently used and answer the following
questions in the space provided. Remember, the answers to these
questions will be used in the end of unit task.

 Did you include any type of gap-filling items?

 If so, analyze the item in terms of the three considerations:
o 1st. Did you include context? Was it effective? Useful?
o 2nd. Did you guide students on what to put in the gap? Would you
change it?
o 3rd. Did you erase just one type of words or did you create a
cloze?
 Do you think the gap-filling item provided you with the evidence
that you needed to test students´ level?
 Did you like the design of the gap-filling items?

There are more testing techniques that you can include in your exam or
that are probably included in the exam you are analyzing. Some
possibilities could be building sentences, transformations and
reformulations and editing.

Let´s briefly analyze them.

Item: Building sentences – recognition into production.

When we want to test students´ abilities to build sentences, we

have to make the same decision as in the gap filling technique in
terms of how much help we want to provide, and whether or not
we should give them context to answer the item.

The simplest version of building sentences is jumble sentence in

which students recognize the order of the sentence with maximum
help. An example of this technique is as follows:

Let´s now analyze a different example:

In this example the designer included the full-stop but students

can probably struggle at identifying if the full-stop stands alone or
if it is attached to Tuesday.

Another important element to consider is that capital letters

sometimes tell the students which the first word is, if it´s the case
that you only have one.
 The next level of complexity is slashed sentences or note
expansion. These ask the students to produce correct language
that just recognizing the elements in a sentence. For example:

A variation of this item is including some verb or words in brackets

that students need to alter in order to build the sentences.

We suggest that you include clear instructions to the item for

students to be able to answer it.

Another suggestion is that you try similar items in your regular

classes, by doing this, students will be familiarized with the type of
testing technique.

Step 8) Answer the following questions:

 Did you include any type of building sentences items? If so, were
you aware of the elements discussed in this section?
 How is this knowledge useful for you as a test designer?
 Would you modify any of the items to make it different, more
challenging, provide more support, etc.?
Item: Transformations and reformulations

These two items not only test linguistic knowledge, they also test
a general ability in the target language. The main objective of
these testing items is to see if students can take a
sentence/meaning and express it in a different way. In other
words, can students express the same idea but using different
linguistic items?

These two techniques are more complex, and they demand more
time from the test taker. Don´t forget that you need to consider
time as a key factor. Let´s see some examples.

As you can see, in this example, the item provides students with a
part of the sentence and it doesn´t need to be beginning like in the
second example.

A variation could be giving students a word or phrase to use in the

transformed sentence, for example:

Just remember, that students need very well-designed – and

specific- instructions since students do not need to create a
random sentence using the input word (works/was), they have to
create a sentence as close as possible in meaning to the original
 sentence. We suggest you practice this type of item in class
before you include it in the test.

Some structures that you can test with this technique are:

 Reported speech (go away! He said / he told)

 Passives (They made that car in Spain / That car…)
 Modals (It isn´t necessary to reserve a room / You…)
 Comparatives / Superlatives (I have never seen such a
big cake / it was …)
 Too / enough (They´re too young to go to the disco. /
They´re not …)
As you probably noticed most of these structures are more
frequently tested at intermediate or upper intermediate level.

Step 9) Answer the following questions:

 Did you include any type of transformation and reformulation

items? If so, were you aware of the elements discussed in this
section?
 Would you modify any of the items to make it different, more
challenging, provide more support, etc.?

The last testing technique we will visit in this unit is editing.

Item: Editing
 This type of testing technique is very common today as it is
included in a lot of different proficiency tests. The idea is to find
mistakes (or a lack of mistakes) in a text. For example:

IN the example above we simply ask students to choose right or

wrong; however, you can create a variation of this item by asking
students to correct the sentences.

For example,

Some very valuable from this type of item is that every mistake
you find in students´ work is a mistake they haven´t found
themselves. This provides you with ideas on what students lack.

Step 10) Answer the following questions:

 Did you include any type of editing items? If so, were you aware of
the elements discussed in this section?
 Would you modify any of the items to make it different, more
challenging, provide more support, etc.?
 The following chart summarizes the items discussed in this third
stage in the development of a test.

In this third stage of test development: writing and moderating items we

talked about 1) sampling and 2) writing items but we must visit the last step
in this stage: 3) moderating items.

3) Moderating items

Before reaching this point, you have so far made decisions on:
 The type of exam.
 The purpose of the exam.
 The content of the exam
 The type of items to include
 How to design each of the items,
 Etc.

However, moderation is the scrutiny of proposed items by (ideally) at least

two colleagues, neither of whom is the author of the items being examined.
Their task is finding possible weaknesses in the items, and when possible,
remedy them. When a successful modification is not possible, the item
must be rejected, and a different item should be designed.

Step 11) Answer the following questions:

 Was the exam in your hands moderated by other colleagues?

 Is there an opportunity to offer /make modifications to the exam in
case you receive it from a Coordinator or a different authority?
 Do you think teachers should be part of this moderating items
step? If this part of the assessment culture in your school or
institution?

The last stages of test development proposed by Arthur Hughes are:

Stage 4: Informal trialing of items on native speakers.

In this stage you are expected to ask native speakers, with a very similar
profile to the target participants, to analyze the items included in the exam.
The main reason of doing this is the fact that if native speakers struggled
with instructions or with answering some items, your students may struggle
too, and some modifications need to be done.

Step 12) Answer the following questions:

 Was this step part of the design of your exam?

 Would you find it useful?
Stage 5: Trailing of the test on a group of non-native
speakers similar to those for whom the test is intended.

The items that survived the last two stages should now be applied to non-
native speakers with a similar profile to the intended users. The main
reason for this step is not only to see if some of the items need modification
but to see the grades students get and to see if the results are reliable and
if those results are similar to the ones we expect with the intended
students.

Stage 4 and 5 are difficult to be undertaken in most institutions; however, if

you have the structure and availability you may discover key information to
improve the quality of your test.

profile to the target participants, to analyze the items included in the exam.
The main reason of doing this is the fact that if native speakers struggled
with instructions or with answering some items, your students may struggle
too, and some modifications need to be done.

Step 13) Answer the following questions:

 Was this step part of the design of your exam?

 Would you find it useful?
 Is it possible to do it in your school conditions?
Stage 6: Analysis of results of the trail; making of any
necessary changes.

In this stage we make to kinds of analysis:

1. Statistical analysis. Is the exam reliable? Can we easily
identify strong and weak candidates based on the results?
2. Qualitative. Are the answers what we expected? Are there
any misinterpretations of instructions?
Step 14) Answer the following questions:

 Was this step part of the design of your exam?

 Would you find it useful?
 Is it possible to do it in your school conditions?

Stage 7: Calibration of scales

In the second stage, we talked about criteria levels of performance as

indicators of what we expect students to be able to do and the level of
performance we expect students to demonstrate in order to pass the exam.

After native (stage 4) and non-native (stage 5) participants took the exam
we need to calibrate the scales based on the results and get enough
representative samples to create the scale we will use to measure our
students´ level. This calibration provides validity and reliability to the exam.

Step 15) Answer the following questions:

 Was this step part of the design of your exam?

 Would you find it useful?
 Is it possible to do it in your school conditions?
Stage 8: Validation

The final version of the test can be validated. This is a must step in
proficiency tests or published tests; however, for a “regular school or
institution” may not be “that” necessary. But, if the exam is to be used many
times over a period of time, informal, small-scale validation is desirable as it
will provide more certainty for students and for the institution.

Step 16) Answer the following questions:

 Has the exam in your hands (with probably small changes) been
used for a period of time?
 Have you compared the results from different groups and
generations to validate the results?

Stage 9: Writing handbooks for test takers, test users and

staff

Handbooks (each with rather different content, depending on the audience)

may be expected to contain the following:

 The rationale for the test;

 An account of how the test was developed and validated;
  A description of the test (which may include a version of the
specifications)
 Sample items (or a complete sample test);
 Advice on preparing for taking the test;
 An explanation of how test scores are to be interpreted;
 Training materials (for interviewers, raters, etc);
 Details on test administration (unit 7)

The end of unit task from this unit is similar to a light (really light) version of
this, as it prepares you for the final assignment (unit 8) in this course.

Step 17) Answer the following questions:

 Is there a handbook for test takers in your school for the exam you
have in your hands?

Stage 10: Training staff

Using the handbook develop in the previous stage (9), all the staff involved
should be trained. This may include interviewers, raters, scores,
invigilators, etc.

Step 18) Answer the following questions:

 Were you trained on how to apply the test you have in your
hands?
 Were you trained on how to score the exam?
 Were you told the expect answers and results from your students?
Guess what? We are done! Let`s go to the summary and conclusions
section for some final recommendations before we read the instructions for
the end of unit task.

3. Summary and Conclusions

This is probably the first time you stop and analyze each of the stages of
test development. I`m sure there were stages that seemed to be obvious
and other stage that you were not aware they existed but at the end all of
them are necessary for creating a valid and reliable exam.

In this fifth unit, we visited items that are useful to test the language
systems (grammar, vocabulary, etc.), in the coming unit we will review
different items to test the skills (reading, listening, speaking and writing).

Finally, it is important to mention that we followed a different approach and

you created your end of unit task as you read, this was probably confusing
at the beginning or tiring at times, but if you did, you just need to put the
pieces together, hope you enjoyed this different version of the unit.

Let`s now see what the assessment plan is about.

4. Assessment Plan

END OF UNIT TASK.

Welcome to the end of Unit Task. Remember, this task should be uploaded
to the UAS Platform before Wednesday May 8th (next week) at 10:00pm.

Instructions:

Step 1) Look for an English exam you recently used in your language
classroom.
Step 2) to Step 18) answer all the corresponding questions using the exam
as a reference the exam you chose in step 1.

Step 19) Collect the answers you wrote in every step (step 2 to step 17) in
the study material. You will identify the answers with this icon

Step 20) Submit using the following format in a word document.

Cover Page.
Introduction (describe what this assignment was about)
Each stage (1 to 10) with the answers you wrote.
Conclusion
Appendix: the sample exam you used to answer all of the questions in the
10 stages.

For example,

Cover Page

Introduction
Stage 1. Stating the problem
1) What kind of test is it to be? Achievement (final or progress),
proficiency, diagnostic, or placement? WRITE THE ANSWER.
2) What is its precise purpose? Briefly describe what you expect
to get from the exam in terms of what you want to measure.
WRITE THE ANSWER.
3) What abilities are to be tested? WRITE THE ANSWER.
4) How detailed must the results be? WRITE THE ANSWER.
5) How accurate must the results be? WRITE THE ANSWER.

Make sure your answers are self-explanatory and that they are really
answering the question in the corresponding section. You can write them in
a paragraph form (or different paragraphs not a BIG paragraph, please)
including the answers to all of the questions.

Stage 2) writing specifications for the test.

1) Content.
 Include the answers to questions made.
2) Structure, timing, medium/channel and techniques
 Test structure. Include the answers to questions made.
 Number of items. Include the answers to questions made.
 Medium / Channel. Include the answers to questions made.
 Timing. Include the answers to questions made.
3) Criteria levels of performance.
Etc.
4) the rest of stage 2. Include the answers to questions made.

Stage 3) include sub-sections headings and the answers

Stage 4) include sub-sections headings and the answers
Stage 5) include sub-sections headings and the answers
Stage 6) include sub-sections headings and the answers
Stage 7) include sub-sections headings and the answers
Stage 8) include sub-sections headings and the answers
Stage 9) include sub-sections headings and the answers
Stage 10) include sub-sections headings and the answers

Step 21) Write a conclusion (250 words) using the following questions as
the foundation:

1) Do you remember you rated your exam at the beginning of this study
material? Well, after you completed all of the steps and answered all of the
questions, RATE your exam again.
  Will you give the same score?
 What do you think about the tests you use in your school or the
test you have previously designed? Do they follow a similar
process?
 What did you learn in this unit?
 Will you make changes in the way you design your tests?
 Any additional comment you would like to make.

Step 22) As this is probably one of the largest end of unit task you have
done, you will submit until Tuesday, May 11th before 10:00pm

Your tutor,
Heidy Paredes

Welcome to the Forum

Step 1) Recall your experience analyzing your test.

Step 2) Post your answers to the following question as a paragraph (two or

three paragraphs).
 How you rated the exam before the unit.
 How you rated the exam after the unit.
 Do you follow the stages of test design in your school? Who's in
charge of test design? If it´s the case you are not involved/invited
to participate in test design, what's your opinion on this? are they
prepared to design the exams?
 What step caught your attention the most and why?
 What did you learn in this unit that is useful for your Teaching
Practice?
Due date Tuesday.
Step 3) Ask questions to your peers (at least 2 peers) about their
experience in test design, their previous beliefs, and assumptions of test
design, etc. Due date Thursday.

Step 4) Answer the replies you received. Due: Saturday before 10:00pm.

Step 5) ANSWER/COMMENT on the Forum´s Summary. Due date

Monday.

Your tutor,
Heidy Paredes.