One of the important challenges of test design and construction is to align the blueprint of a test and the specifications that flow from it with the task types that are selected to measure the language ability described in the blueprint. This article examines a number of such task types and their alignment with the blueprint of a particular test of academic literacy. In particular, we consider a reconceptualisation of one traditional task type that has been utilised in some pilot tests. Its modification, problems, and potential value and future application are examined.
Key Words: language testing; test construction; test specifications; task types
Journal for Language Teaching Vol.38(1) 2004: 15-24