1.

go a long way toward providing useful guidelines for both (figuring out the worth, amount, or
quality
of) an existing test/evaluation procedure and designing one on your own. When we do
quizzes, tests, final exams, and (done or made to look the same way every
time) skill tests can all be closely examined through these five ways of thinking/basic
truths/rules. Are there other ways of thinking/basic truths/rules that should be called
for/used in (figuring out the worth, amount, or quality
of) and designing tests/evaluations? The answer, of course, is yes. Language assessment
is an amazingly broad control/field of study with many branches, interest areas, and issues.

As this checklist suggests, after you account for the (related to managing and running a company or
organization) details of giving a test, you need to think about the practicality of your plans for
scoring the test. Teachers should, for example, avoid the feeling of wanting to offer only quickly
scored multiple-choice selection items that may be neither appropriate nor well-
designed. Everyone knows teachers secretly hate to grade tests (almost as much as students hate t
o take them!) and will do almost anything to get through that job as quickly and extremely easily as
possible. Yet good_teaching almost always hints an investment of the teacher's time in giving(reactio
ns or responses to something/helpful returned information)-comments and suggestions-
to students on their tests.

2. The following checklist should help you to determine if a test is itself reliable:
As this checklist suggest, we can determine the test and test administration reliability can be
achieved by making sure that all students receive the same quality of input, whether written
or auditory. Unreliability may also result from the conditions in which the test is administered.
Other sources of unreliability are found in photocopying variations. Sometimes the nature of
the test itself can cause measurement errors. If a test is too, long, test-takers may become
fatigued by the time they reach the later items and hastily respond incorrectly.