mother tongue speaking teacher or within sight and hearing of other mother tongue speakers, 3 practice items should be included which assure comprehension of each
procedure, and 4 test instruments should be refined based on previous testing. Moran 1997:49-51 offers the following guidelines for writing natural and clear
test items: 1
All the test items should be written ―with the fewest and the simplest words that convey their meaning in order to minimize reading and
language skills as a barrier to successful performance on the test. ‖
2 Ambiguities should be avoided when individual test items are written.
When using fewest words conflicts with avoiding ambiguities, the latter should take precedence over the former.
3 Any clues to correct answers should be avoided.
4 Soliciting reviews or critiques from colleague practitioners and other
stakeholders outside the learning setting is good practice to enhance the quality of the test.
3.1.6 Communicating data-driven assessment results
Assessment results should be communicated to all appropriate stakeholders. The assessment results of individual learners, as well as all materials, answer sheets, and data
gathered from the assessment should be treated as confidential information. Learners should be informed that results will be seen only by properly authorized persons such as
teachers, supervisors, the director of the program, and local, national andor international policymakers and donors.
According to Anthony et al. 1991:144, effective ―communication is a
foundational component of a good evaluation model. ‖ Once data about individual
learners have been gathered, analyzed, and interpreted, inferences or conclusions should
be made on the basis of the data and reported effectively to stakeholders at various levels. These stakeholders are likely to have different interests in individual and subgroup
profiles as well as in the policy implications of data analyses and interpretations Wagner, 2004:36. The following purposes enumerated by UNESCO 2005:22 indicate some of
the proper uses of assessment data: • To set priorities for resource allocation at national or international level;
• To survey achievement and the effectiveness of delivery systems; • To inform and improve literacy acquisition methodologies;
• To identify neglected or hard-to-reach population groups and provide a basis for innovative programs;
• To illuminate areas for concerted action and cooperative ventures; • To strengthen the movement for literacy and provide a basis and incentive
for • good practice;
• To give feedback to learners and raise their levels of confidence; • To motivate literacy workers, showing them that they are able to make a
difference. Therefore, as Wagner 2004:36 pointed out, it is likely that more than one report
or at least various sub-reports will be required in order to address the relevant issues of the diverse consumers of the assessment results.
3.2 Operational definition of literacy and literacy domains for the Eastern
