b.

Specifications:

The purpose of the assessment

There are three main purposes of this assessment. First, since the test is
aimed at assessing competencies covered in the class, the results will give
students as well as the teachers an idea of where they stand. Secondly, the
test will help students familiar with possible task types in the reading and
writing test. Thirdly, the test could provide positive washback concerning the
teaching and learning in the nest half of the semester.

The language skill(s) assessed

The language skills assessed in the in the test include reading

comprehension skills, summarizing, predicting meaning of words from
context, word formation and writing skills.

The tasks to be used and why

The table of specifications

Task Mark Task type Timing / Focus Rationale

s & Item length
format
Sectio 20 Short 11 Skimming, Familiarity with
n A, mark response question scanning, format, allows
part 1 s questions s, 30 reading for students to write
minutes detail the correct
response as they
find in the text.
Sectio 10 summary 1 Reading for Allows students to
n A, mark writing question detail, reproduce
part 2 s , Extracting important
20 relevant information
minutes information.
Sectio 10 Vocabular 10 Determining This is a skill
n A, mark y question contextual regularly practiced
part 3 s s meaning. and an important
20 academic skill. The
minutes multiple choice
 format allows
objectivity.
Sectio 10 Open 10 Using context Allows free choice
nB mark cloze question clues and within students
part s s knowledge lexis knowledge in
1 10 and grammar. answering, allows
minutes objectivity in
marking.
Sectio 10 Word 10 Using context Requires students
nB mark formation question clues and to tap into their
part s s knowledge lexis knowledge of word
2 10 and grammar. grammar, allows
minutes objectivity in
marking
Sectio 20 Guided 30 Expressing opinion, Determines
nC mark writing minutes justifying, students ability to
part s 20 persuading, manage a task
1 marks comparing, within given
advising, describing requirements.
and explaining.
Sectio 20 Extensive 30 Producing Allows students a
nC mark writing minutes lengthy choice from
part s 20 discourse while different writing.
2 marks sustaining Allows to assess
interaction on a ability to produce
topic. continuous
discourse in
writing.

Administration instructions for the instructor and the students

Instructions to Students and Teachers:

The following instructions are sufficient for test takers as well as test
administrators.

Instructions to Students
 1. The duration of the test is 2 hours, 30 minutes plus 10
minutes reading time.
2. Answer all the sections.
3. Write all answers in this paper itself.
4. You are advised to write in blue or black ink and use a ball
point pen.
5. The marks allocated for each question is indicated next to the
question.
6. Total marks obtainable: 100:
Section A 40 marks
Section B 20 marks
Section C 40 marks
7. There are 13 pages in this test paper, excluding the cover
sheet.
How will students be informed about the content of this test?

Students will be informed during teaching sessions, as students will be

practicing similar types of activities in the class.

The complete assessment

The assessment tool is in Annex 1 of this document. (Pages 8 20)

c. Scoring criteria

The answer key, scoring criteria and rubrics are on Annex 2 of this document.
(Pages 21 24)

d. Evaluation of the assessment tool

Analysis of how the assessment tool meets the five principles of

assessment

Practicality
The test is practical in terms of administering and materials as it is a pen
paper test and only needs to be photocopied. It can be arranged for students
from various class groups taking the same test to do take it together by
administering in the study hall. Currently there are 4 teachers in the
department which is sufficient personnel for test administration. Teachers will
have a two week period to mark and finalize results and during one of the
weeks students will be on break, which will give teachers a break from
classes while marking.

Reliability
Instructions to students and test administrators have been given clearly to
make the rest a reliable measure. Similarly, answer keys, scoring criteria and
rubrics have been provided to ensure uniform marking. Furthermore, the mid
term test will be a part of students time table so that students know well in
advance about the test. Moreover, it is designed to be held at one time for all
the students to ensure that no student has an advantage over other, except
which is naturally unavoidable due to the students physical and mental
conditions.

Validity
The test is based on skills taught and practiced in class which ensures
content validity. Careful proof reading by two other persons in the field is
done in the hope of ensuring construct validity. Consequential validity is
taken into consideration from long before the test was designed as there is a
clear purpose to the test.

Authenticity
To maintain authenticity, all reading materials have been taken from
authentic sources on topics which may hold relevance to a general academic
audience of students. All tasks have been designed to provide as much as
possible to provide an authentic, real-life context to the test taker.

Washback
It is expected that the test will have positive in terms of feedback the
students will get, the results teachers will see and the impact on teaching
and learning afterwards. For example, once the test has been marked, an
item analysis can be done. From this item analysis data such as item
difficulty and areas which need more practice can be identified. In addition to
this, students as well as teachers can have a fair idea of where they stand in
terms of achievement of the course objectives.

Validation

The test will be checked by the module co-coordinator as well as one other
teacher from the department. The test may be tried on some students of the
same level from another institution but this may not always be possible as
the test is designed to test particular skills that have been taught.

A form for evaluating the assessment instrument is on Annex 3 of this

document. (Page 25)
References and resources

Brown, H.D. and Abeywickrama, P. (2010). Language assessment: Principles

and classroom
Practices (2nd ed.). White Plains, NY: Pearson Education.

Cohen, A. (1994). Scoring and evaluating the assessment instrument. In

Assessing language ability in the classroom. Boston, MA: Heinle &
Heinle.

Linville, H. (2011). Grading, Scoring, Standards, and Standardized Testing.

[PowerPoint slides]. Retrieved from http://blackboard.umbc.edu

Grabianowski. E. How Cave Dwellers Work.

http://history.howstuffworks.com/european-history/cave-dweller.htm
Accessed 23/06/2011

Spratt. M and Taylor.L.B. ( 2000) The Cambridge CAE course: Self-study

student's book.

Strickland. J. How Hackers Work.

http://computer.howstuffworks.com/hacker.htm Accessed 23/06/2011