Characteristics of a good test

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Do you agree or disagree with the statements?

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Olena Chukhno

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Characteristics of a good testVersión en línea Do you agree or disagree with the statements? por Olena Chukhno 1 Validity refers to assessing what has been taught and how it was taught. Yes No 2 Construct validity means the test covers a representative sample of the material or skills it is supposed to assess. Yes No 3 Content validity refers to whether a test actually measures the underlying ability (construct) it claims to measure. Yes No 4 Face validity refers to whether a test looks valid to students, teachers, or stakeholders. Yes No 5 A “speaking test” where students just choose multiple-choice answers lacks content validity. Yes No 6 If a test looks like a proper language test (clear tasks, relevant formats, no language mistakes), it is characetised by a high level of face validity. Yes No 7 A test is reliable when it offer similar results if it is given at another time, and/or in a different setting, and/or across different raters. Yes No 8 The degree to which an assessment reflects real-life language use and tasks that learners are likely to encounter outside the classroom is called practicality. Yes No 9 The test is transparent if CLEAR, ACCURATE INFORMATION about assessment (topics, formats, assessment criteria, etc.) is available to students. Yes No 10 Security is the extent to which a test is protected from cheating, leaks, or unauthorized access, ensuring the results remain fair and trustworthy. Yes No 11 The test is characterised by a low level of practicality if it is easy to design, administer, and grade. Yes No 12 Test impact on teaching and learning is called washback effect. Yes No

Characteristics of a good testVersión en línea

Do you agree or disagree with the statements?

por Olena Chukhno

Validity refers to assessing what has been taught and how it was taught.

Yes

Construct validity means the test covers a representative sample of the material or skills it is supposed to assess.

Yes

Content validity refers to whether a test actually measures the underlying ability (construct) it claims to measure.

Yes

Face validity refers to whether a test looks valid to students, teachers, or stakeholders.

Yes

A “speaking test” where students just choose multiple-choice answers lacks content validity.

Yes

If a test looks like a proper language test (clear tasks, relevant formats, no language mistakes), it is characetised by a high level of face validity.

Yes

A test is reliable when it offer similar results if it is given at another time, and/or in a different setting, and/or across different raters.

Yes

The degree to which an assessment reflects real-life language use and tasks that learners are likely to encounter outside the classroom is called practicality.

Yes

The test is transparent if CLEAR, ACCURATE INFORMATION about assessment (topics, formats, assessment criteria, etc.) is available to students.

Yes

Security is the extent to which a test is protected from cheating, leaks, or unauthorized access, ensuring the results remain fair and trustworthy.

Yes

The test is characterised by a low level of practicality if it is easy to design, administer, and grade.

Yes

Test impact on teaching and learning is called washback effect.

Yes

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Characteristics of a good test

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Characteristics of a good testVersión en línea

por Olena Chukhno

Validity refers to assessing what has been taught and how it was taught.

Construct validity means the test covers a representative sample of the material or skills it is supposed to assess.

Content validity refers to whether a test actually measures the underlying ability (construct) it claims to measure.

Face validity refers to whether a test looks valid to students, teachers, or stakeholders.

A “speaking test” where students just choose multiple-choice answers lacks content validity.

If a test looks like a proper language test (clear tasks, relevant formats, no language mistakes), it is characetised by a high level of face validity.

A test is reliable when it offer similar results if it is given at another time, and/or in a different setting, and/or across different raters.

The degree to which an assessment reflects real-life language use and tasks that learners are likely to encounter outside the classroom is called practicality.

The test is transparent if CLEAR, ACCURATE INFORMATION about assessment (topics, formats, assessment criteria, etc.) is available to students.

Security is the extent to which a test is protected from cheating, leaks, or unauthorized access, ensuring the results remain fair and trustworthy.

The test is characterised by a low level of practicality if it is easy to design, administer, and grade.

Test impact on teaching and learning is called washback effect.

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