1a) Validity Refers to the extent we are measuring what we hope to measure.

. Is the test telling you what you want to know? Does it measure that it is intended to measure? A test is not valid, for example, if it is intended to test a students level of reading comprehension in foreign language but instead test intelligence or background knowledge. A valid measure should satisfy four criteria which are face validity, content

b) Reliability A reliable test should be a consistent measure of performance. Hypothetically, the score obtained by a candidate on one occasion should be very similar to those which have been attained by same candidate with the same level of language skills if the test were then administered against on a different occasion. For example, a student will get the same mark if he or she takes the test, possibly with a different examiner, on a Monday

5) Washback According to Hughes 1989, washback refers to the extent to which a test affects teaching and learning. Washback can influence how teacher teaches or what a teacher teaches. It can also influence how a student learns or what a student learns. Washback affects participants involved in the test such as students, teachers, materials, writers and curriculum developers, as well as researchers by influencing them affectively or even cognitively. It can also affect processes by way of how the participants act or do their work in

The product are also affected as materials and teaching programmes are clearly influenced by the processes. Washback is useful to improve classroom instruction. By using test that directly assess the abilities that we are interested in, we will be able to encourage students to develop those ability. Therefore, positive washback occurs as students work towards developing abilities relevant to the testing construct rather than work on skill that maybe mare

7)Types of language test use in language classroom: short answer True-false Sample questions for each test with reference to Blooms Taxanomy. Short answer -application level -How does The Boston Tea Party started?

 True-false -knowledge level -England putting fair taxes on the prices of imported items. ( ) Language skills that wish to test: a)Comprehension- to test students understanding on the given passage. Do they have prior knowledge on the topic in the given passage?

b) Grammatical skills- to test students grammatical skills like spelling, punctuation, parsing, sentence structure and familiarity with the conjugation and the various tenses and moods of verbs.

8a) principles in constructing MCQ items: i. Each question should be designed to access an important learning outcome. - Avoid for testing unimportant details, unrelated bits of information and material that is irrelevant to the desired outcomes. ii.Present a single clearly formulated problem in the stem of the questions. - The task set for the student in the

iii. State the stem in simple and clear language - The problem in the stem of a MCQ should be stated precisely as possible and should be free of unnecessarily complex wording and sentence structure. iv. Place as much of the wording as possible in the stem. - Avoid repeating the same material in each of the alternatives. By moving all of the common content to the stem, it is usually possible to clarify the problem further and to reduce the time the student needs to read the

8b) advantages: i. Minimum of writing for student - Students dont have to write any answer and just circle the correct answer. ii.Students able to judge the relevance information. - If the student able to choose the right answer means that the student understand what the passage mainly about.

Disadvantages: i. Students unable to organize personal thoughts -students are unable to express their own thought toward the passage. We never knew what students think about the passage. ii.It is difficult for teacher to come up with plausible distractions/ alternative responses - This means that teacher should clearly analyse the text so that the distractors that they create were able to function