What makes item-writing training useful? : Learning from trainee perceptions on an online item-writing course for language testing

Rossi, Olena and Brunfaut, Tineke and Harding, Luke (2025) What makes item-writing training useful? : Learning from trainee perceptions on an online item-writing course for language testing. Studies in Language Assessment, 14 (1). pp. 212-246. ISSN 2653-5335

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Abstract

Despite general recognition that, in human-led item writing, training is key to producing good-quality tests, there is little empirical research on what constitutes good practice in item-writing training for language test development. This has led to a lack of evidence-based guidance for those who (plan to) organise item-writing training. To help address this research gap, this study explored the perceptions of 25 novice item writers on the usefulness of a three-month, online induction item-writing training course. Views were collected via four feedback questionnaires administered at fixed points throughout the course and in semi-structured interviews conducted on course completion. Findings showed that participants particularly valued a clear bite-size course structure, extensive item-writing practice, timely and detailed tutor feedback, and regular opportunities for peer collaboration. Combining language testing theory with item-writing practice was also viewed as beneficial for learning. Participants held mixed views, however, on the platforms used for course delivery. Based on the findings, practical recommendations are proposed for how training for human-led item-writing can be usefully structured and delivered.