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DESIGNING CLEAR, UNAMBIGUOUS OBJECTIVES
In addition to knowing the purpose of the test you’re creating, you need to know as specifically as possible what it is you want to test. Remember that every curriculum should have appropriately framed, assessable objectives, that is, objectives that are stated in terms of overt performance by students.Thus an objective that states “Students will learn tag questions” or simply names the grammatical focus of “tag questions” is not testable. You don’t know whether students should be able to understand them in spoken or written language, or whether they should be able to produce them orally or in writing. Nor do you know in what context (a conversation? an essay? an academic lecture?) those linguistic forms should be used.
Your first task in designing a test, then, is to determine appropriate objectives, stated as explicitly as possible.
DRAWING UP TEST SPECIFICATIONS
Test specifications (specs) for classroom use can be an outline of your test—what it will “look like.” Think of your test specs as a blueprint of the test that include the following:
• a description of its content
• item types (methods, such as multiple-choice, cloze, etc.)
• tasks (e.g., written essay, reading a short passage, etc.)
• skills to be included
• how the test will be scored
• how it will be reported to students
For classroom purposes (Davidson & Lynch, 2002), the specs are your guiding plan for designing an instrument that effectively fulfills your desired principles, especially validity. It’s important to note here that for large-scale standardized tests that are intended to be widely distributed and therefore are broadly generalized, t est specifications are much more formal and detailed (Spaan, 2006). They are also usually confidential so that the institution that is designing the test can ensure the validity of subsequent forms of a test. Such secrecy is not a part of classroom assessment; in fact, one facet of effectively preparing students for a test is giving them a clear picture of the type of items and tasks they will encounter.
The more meticulous you are in specifying details of an assessment procedure, the better off you will ultimately be in providing your students with appropriate opportunities to perform well. Other test specs may look more complex. Suppose you have two or more skills that students will perform. In that case, as described below, test specs will involve several elicitation techniques and a number of categories of student responses. In all cases, specifications are not the actual test items or tasks but rather a description of limitations, boundaries, directions, and other details that you will adhere to. The next step is to design tasks and items that fit the specs.
Discussion questions:

1. 
   What is the best way of assessing vocabulary?
   
2. 
   Discuss the basic options teachers may use to check vocabulary.
   
3. 
   Describe “Use the word in context” method of assessing vocabulary.
   
4. 
   Describe “Identify the opposite” method of assessing vocabulary.
   
5. 
   What creative ways of testing vocabulary you learnt?
   
6. 
   Give ideas for measuring progress in learning vocabulary.
   
7. 
   Why determining test purpose is important?
   
8. 
   Discuss purpose and usefulness checklist.
   
9. 
   What are test objectives?
   
10. 
    Discuss drawing up test specifications.