Test the abilities whose development you want to encourage. A great example would be to discuss what would you do if you want to promote certain ability in a certain class? Well, you’ll certainly not test what is the easiest to test rather than what is more important to the test. It should also be given sufficient weight in relation to other abilities hence making the student interested in fulfilling the task but also accomplished at the end.
Sample widely and unpredictably It is important that a simple taken from a group of students can be representing as far as possible the full scope of what is specified by your objectives.
Use direct testing. Here you are testing performance skills with texts and tasks as authentic as possible. If we test directly the skills that we are interested in fostering, then practice for the test represents practice in those skills precisely.
Make testing criterion-referenced. If test specifications make clear just what candidates have to be able to do, and with what degree of success, then students will have a clear picture of what they have to achieve. They will certainly know that if they do perform the tasks at the criteria level, then they will be successful on the test, regardless of how other students perform.
Base achievement test son objectives Detailed teaching and textbook content will never provide with a clear picture of what has actually been achieved. Tests should be based on objectives; as a result there will be constant pressure to achieve them.
Ensure the test is known and understood by students and teachers. The rationale of the tests, its specifications and sample items should be made available to everyone concerned with preparation for the test. This will also increase test reliability.
Where necessary provide assistance to teachers. When testing is in need of replacing teachers should also be assisted during the process. No teacher can deal with new expectations if he or she is not properly trained, prepared, etc for the task. Chaos and disaffections may arise otherwise.
Counting the cost. One of the desirable features of tests right after reliability and validity is that of practicality. The production and distribution of sample tests and the training of teachers will also be costly. Therefore some people might think this whole process impractical but before we decide that we cannot afford to test in a way that will promote beneficial backwash, we have to ask ourselves a questions. What will be the cost of not achieving beneficial backwash? When we compare the waste of time and effort from teachers and students in inappropriate testing activities we are likely to decide that we are very much prepared to afford the introduction of a test with a powerful beneficial backwash effect.