Test Evaluation Checklist

Constructing the Test
Establish priorities. Examine your syllabus and choose which areas to test. Consider the following areas: speaking, writing, reading, listening, grammar, vocabulary.
Select the test format: discrete items format (good for checking receptive skills) or open-ended format(good for checking productive skills).
Give clear instructions. Mention what students have to do, how they should do it, and what you are looking for. Be concise.
Use natural language, present test items in context, design tasks that approximate real-life situations.
Present a clearly formulated task in each test item. Avoid complex syntax.
Place easier items or tasks at the beginning of the test to make students feel comfortable.
Mix various types of formats (multiple choice, true/false, essay) on a written exam.
Ensure there’s only one correct answer for each question.
Ensure that the test matches the students’ level of proficiency.
Don’t include elements of cultural knowledge in the test. This may create additional difficulties for students.
Avoid clues in one item that will help students answer another item, e.g. a grammar structure which is being tested in one sentence should not appear in another sentence.
Ensure the number and content of items will give you enough information about each student’s ability. Ensure that you can clearly define the achievement that you are testing.
Proofread written exams carefully.
Administering the Test
The test mustn’t be time-consuming and should be practical in terms of physical resources.
Allocate a realisticamount of time for the test.
Decide whether to allow students to use supplementary materials (e.g. dictionaries) or extra time to complete the test.
Bring more copies of the test than you think you will need.
Minimize interruptions during the exam.
Checking the Test
Be consistent, avoid subjectivity and bias.
Be ready to explain the rationale behind the way you assess and draw conclusions.
After the Test
Monitor the effect of testing on teaching and learning. Can be positive (promotes learning, e.g. a test encourages students to dig deeper into the subject) or negative (impedes learning, e.g. students are taught to the test and forget the material after the test).