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[https://orcid.org/0000-0001-9886-0276](https://orcid.org/0000-0001-9886-0276)[ ](https://orcid.org/0000-0001-9886-0276)b Capilano University, Canada; [https://orcid.org/0000-0003-3813-4162](https://orcid.org/0000-0003-3813-4162)  \nSuggested citation: Richardson, J. & Michaud, M. (2022) . Designing an ESL Assessment Test for Intermediate Students. Language Education and Technology (LET Journal), 2(1), 56-73.  \n\n| Article Info | Abstract |\n| --- | --- |\n| Date submitted: 09.06.2022\u003Cbr>Date accepted: 20.07.2022\u003Cbr>Date published: 21.07.2022 | As with all forms of testing, language testing performs a variety of roles, from representing levels of performance to social gatekeeping functions (McNamara, 2000) . This paper will present a summative test for a specific group of learners in context. Moreover, the paper will provide the justification behind the choices made in item and task selection for the test. Hughes (2003) presents essential procedural guidelines for test construction, the first of which notes that the test purpose and type must be clearly defined. The test presented in this paper was an achievement test designed for first year Japanese polytechnic students in Kyoto, Japan, aged 18-20 who were studying English as either an elective subject or as a mandatory component of their first-year studies. The test contains four sections: Listening, Vocabulary, Grammar, and Writing. The test items are intended to expand, both in theme and content, on textbook and classroom activities; thus making them familiar enough to students to reduce test day anxiety, but challenging enough to make a valid assessment. |\n| Other Reports | Keywords: Assessment, ESL, language learning, language testing, Japanese |\n| 1. Introduction\u003Cbr>In Language education exists three important elements, these being teaching, learning, and assessment (Çimen, 2022) . The purpose of an achievement test is as a means to accumulate evidence of language progress during and at the end of a course of study (McNamara, 2000), and this definition fits well with the purpose of the test in this context. Additionally, assessments affect student learning as they tend to spend a great deal oftime on the materials that will be assessed (Baleni, 2015; Köroğlu, 2021) . Regarding this study, students who passed the course would go on to English II in their second year. Those who failed may have been required to take English I again if it was a prerequisite for their course; however, it was not essential for those students who choose English I as an elective to repeat the course if they failed. Furthermore, it was unlikely that students who failed to pass English would be prevented from graduating, so in this sense, it was a fairly low stakes test. Lastly, a passing grade for the course was set at 60% . |  |\n\n* Corresponding author. Department of International Relations, Kyoto Sangyo University, Japan.  \ne-mail address: [richardsonkyoto@gmail.com](richardsonkyoto@gmail.com)  \nThe textbook chosen for this study was the Oxford published American Headway 1 (Soars & Soars, 2010), a textbook with an instructional focus on the productive skills of speaking and writing. Students received one 90-minute lesson per week in a course which was divided into two terms, each containing 15 lessons, for a total of 30 lessons a year. The test domain for this pencil and paper achievement test was set at the first 6 units of the course book, covered in approximately 22 hours of teaching in the first term of a university academic year. Additionally, the majority of assessment was made up of two achievement tests given at the conclusion of each term, additional assessment was conducted within the lessons through quizzes, task participation scores, and homework. The aim of the course was the development of four language skills, specifically, reading, listening, speak","cbCaitxzoYJH3WWM","https://ap.wps.com/l/cbCaitxzoYJH3WWM","pdf",804095,18,"English","# 1. Introduction\n# 2. Test Item Rationale","[{\"question\":\"What is the purpose of the ESL achievement test described in the paper?\",\"answer\":\"It accumulates evidence of students’ language progress during and at the end of a course and serves as a summative achievement test after one semester of instruction.\"},{\"question\":\"How is the test structured in terms of sections?\",\"answer\":\"The test includes four sections: Listening, Vocabulary, Grammar, and Writing.\"},{\"question\":\"Why does the paper emphasize authenticity in choosing test materials?\",\"answer\":\"It uses a definition of authenticity tied to what is meaningful to learners and relevant to their needs, aiming to make items reflect real-world English while considering the learners’ educational level.\"}]","Designing an ESL Assessment Test for Intermediate Students | PDF",1790768545,45]