The role of test-taker feedback in the test development process: test-takers' reactions to a tape-mediated test of proficiency in spoken Japanese

Abstract

This study explores how test-taker reactions in a specific purpose testing context may vary according to characteristics of the test-taker. Such reactions are of interest both theoretically to the researcher and practically to the test developer, who is concerned to ensure that the test is fair and appropriate for all candidates and acceptable to the range of test-takers. The reactions may also be of use in the improvement of test items (as a supplement to item analysis) and test rubrics. The article reports on the use of test-taker feedback in the development of the occupational foreign language test (Japanese), a tape-mediated test of spoken Japanese for the tourism and hospitality industry. Some 53 trial subjects completed a post-test questionnaire, providing reactions to the test as a whole, to task types, and to individual test items. Relationships are investigated between responses and a number of test-taker characteristics, including gender, type of course undertaken (general or specific purpose), amount of study of the language, time spent in Japan and relevant occupa tional experience. Responses are also considered for items and person shown by Rasch IRT analysis as indicating significant misfit. Aspects of the content, construct and face validity of the test are considered in the light of the analysis. The role of feedback in the revision of test items, in the writing of test rubrics and in the development of the test-user handbook is also discussed.