Table 2 Test design and development
From: A survey of English language testing practice in China: the case of six examination boards
Questions | A | B | C | D | E | F | |
|---|---|---|---|---|---|---|---|
Q2.3 Does your board provide training to item writers? | Y | Y | N | Y | N | Y | |
Q2.4 Does your board have item writer specifications? | Y | Y | Y | Y | Y | Y | |
Q2.5 Are there any systematic procedures to ensure the test items meet the requirements set in the test specs? | Y | Y | Y | Y | Y | Y | |
Q2.6 Do item writers receive feedback about their work? | Y | N | Y | N | Y | Y | |
Q2.7a Are all the items pretested? | Y | Y | Y | Y | Y | Y | |
Q2.8 When pretesting, does your board collect data as to: | a. Test takers’ views about the level of difficulty? | Y | N | Y | Y | Y | Y |
|  | b. Test takers’ views about the appropriateness of test tasks? | Y | N | Y | Y | Y | Y |
|  | c. Teachers’ views about the level of difficulty? | Y | Y | Y | N | N | Y |
|  | d. Teachers’ views about the appropriateness of test tasks? | Y | Y | Y | N | N | Y |