Planning an English test format at University. Validity-related criteria and multimodal approaches

This paper reports the rationale and procedures for the creation of an English as a foreign language test format at the University of Messina (Southern Italy). It presents a compromise between the need to keep high stake tests in institutional foreign language testing and practical matters (e.g. scarce funds, high number of students, etc.). Language planning factors include the consideration that involving a locally-based team of young researchers to tackle local needs and challenges is a fundamental step in creating a vital connection between testers and test-takers. The planning stage is reported, including a discussion of constructs and the role of technology in digital test creation. Notions of English varieties to be taught and tested are briefly sketched, accounting for the complexity of text choices for test practitioners and teachers in testing foreign language skills. Analysis of validity-related criteria is complemented by a brief foray into the world of multimodality, which is a neglected area in the theory of testing and assessment. Multimodal assessment theories are student-centered in their approach, taking into account issues such as personal interest and customised forms of learning and evaluation. Moreover, multimodality expands on well-established notions of what to test and what to consider as a measure of success.