In order to evaluate this test, we should first look at the basic principles of

language assessment which includes practicality, authenticity, validity and also

reliability. These are all the criteria that need to be fulfilled in order to have a good
test items. The first principle is practicality. Practicality refers to the logistical,
down-to-earth, administrative issues involved in making, giving and scoring an
assessment instrument. (Brown, 2010, p.26) In regard to practicality, at least we
should think about time, place, people, equipment, cost, scoring and giving
feedback. We need to ask ourselves a series of questions, like how long the test
will last, where the test will be held, how many human recourses is needed,
whether the test needs extra equipment (LCD projector, sound system, etc.), how
much it will cost, how to evaluate students performance, how long and how
much students can get feedback. In terms of practicality, the test has fulfilled all
these criteria.
Brown also maintained that an authentic test should contain language that is
as natural as possible and have items that are contextualized rather than isolated
(Brown, 2010, p.36). To make a test authentic, first, we can use a story line,
situation or episode as the thematic organization. From my observation, the test
is authentic in a way that the knowledge assessed is contextualized in such a
meaningful context, enabling students to find the topic and content engaging and
interesting.
Then, Brown stated that a valid test should measure what it proposes to
measure (Brown, 2004, p.30). A test is criterion-related validity if it has
demonstrated its effectiveness in predicting criterion or indicators of a construct.
In terms of validity, I could say that the test is valid because it is correlated to the
theories in the SLA domain. Furthermore, we can relate to the teaching
objectives and the teaching content.

The fourth principle is reliability. A reliable test should ensure pupils could
conduct consistent performance among several testing administrations. The
physical and psychological condition of the pupils during the test are all the same
and shows that they can all perform normally in the test. The external factors,
like the time chosen, the place where the test is held, and the quality of the test
paper and equipment are all under control. This shows that the test is reliable.

Strengths
First of all, the test has fulfilled all the criteria and the principles of language
assessment. This shows that it is a good test. The place chosen, which is the
classroom, is conducive and suitable to conduct a test. The lighting was good.
The test is quite interesting because the teacher includes pictures in the test.
Therefore, the pupils not only see words but also pictures that can help them
answer the test. Then, the part where the pupils have to refer to a text, pupils can
get extra knowledge by reading the text. We can test their performance, at the
same time giving extra information to them.
Weakness and suggestion for improvement
After the test, we find out that the test items is a little bit difficult for some the
pupils. It is more suitable to a high level of learners. For the weak pupils, the
difficulty of the test item should be decreased a little bit so that it suits the
learners. There are only few pupils that can answer this test item. Therefore, to
improve the test items, first we must find out the level of the pupils. After that, we
can create a test item that suits the pupils. However, we cant make it easy
because it will make the pupils feel boring. If they can answer it easily, then they
didnt learn anything from the test. In a class with mixed ability pupils like this,
average difficulty is just nice because both low and high achievers can answer it.
There wont be a big gap between their results.