Innovation in Language Learning

Even though alternative forms of assessment are growing in popularity, most teachers still depend on testing to measure achievement and proficiency in language learning. And even the best teachers may need some help in constructing reliable test items.

Moreover, almost any language-instruction program requires the preparation and administration of tests and it is only to the extent that certain common testing mistakes have been avoided that such tests can be said to be worthwhile selection, diagnostic or evaluation instruments. Therefore, good testing procedures are like good language use can be achieved through avoidance of errors.

In this presentation a list of common testing problems will be provided which has been drawn from wide research and experience with tests prepared for classroom and may therefore be representative. It is intended as a kind of checklist to serve as a guideline for EFL teachers in the preparation of their own examinations.

These twenty common mistakes have been grouped into four categories as follows: general examination characteristics, item characteristics, test validity concerns, and administrative and scoring issues. Five specific mistakes have been identified under each of these categories. One example from real tests has been provided for each mistake.

While some overlap may exist in categories of mistakes and methods of remediation. I believe that each of these mistakes constitutes a genuine problem which, if resolved, will result in a fair and reliable language tests.

Keywords: assessment, testing, achievement, reliable, mistakes, validity, etc.