Abstract:
English language plays a crucial role as a global language. In Sri Lanka, English has been taught as a second language in schools. Hence, testing in English as a Second language (ESL) has become important in measuring learners‟ knowledge. This study examines the test development processes used in testing students in reading and writing in English as a second language classroom in Rathnapura education zone. How the test papers are designed to evaluate students‟ knowledge, validity of the test development processes and the possible reasons to follow these methods rather than the standard methods are investigated. This research study follows a diagnostic research design and a mixed research methodology was used to collect data. As the term or monthly test papers are designed either by the schools or the zonal educational office, 32 English teachers from three schools and 3 in-service advisors (ISAs) from three different areas were selected as the sample. As the pilot test, a questionnaire was given to 5 selected teachers to gather initial data. Afterwards, a revised questionnaire was given to all the teachers and ISAs. All the ISAs and 4 teachers from each school were interviewed with a semi-structured interview to gather further details on the processes followed to assess ESL students. Results of this study manifested that most of the teachers lack knowledge in test construct and the essential components of the process. It was highlighted that the inservice teachers have fair knowledge on the process rather that than the other teachers and neither the teachers nor the ISAs follow the standard method of test development due to lack of practical knowledge. Thus, conducting standard test/assessment development courses for all the ESL teachers and ISAs is essential to design a standard ESL paper to assess students‟ knowledge.
