Test Specifications and Blueprints: Reality and Expectations

Abstract

This study investigates to what extend do teachers of English as a school subject (ESS) in Saudi schools follow recommendations and guidelines suggested by language testing specialists in developing tables of specifications and preparing blueprints to their formative and summative language tests. To answer the study questions, a thirteen-statement Likert-scale questionnaire was developed and validated. The questionnaire was completed by 199 female and male ESS teachers in Saudi schools with different years of experience who teach ESS in public and private schools to intermediate and high school level students. The results indicated that the study participants rarely follow the recommended guidelines in preparing their test specifications and blueprints. It was also found that the participants usually prepare their tests without prior planning. They do not specify in advance language skills and elements they are going to include in their tests or the scoring methods they are going to follow. Language elements that lend themselves to be tested have the priority. Significant differences among the participants according to gender, years of experience, school types the participants work for and the level they teach were found and reported. The study is concluded with recommendations that might be helpful to in-service ESS teachers.