Item writer views on language and the item writing process in the National Cer-tificates of Language Proficiency

The purpose of this study was to investigate the views that item writers of the National Certificates of Language Proficiency (NC) have on language and discover how consistent their views are with NC’s functional view of language and which factors have influenced these views on language and language ability. Furthermore, the aim was to describe the entire item writing process and to point out issues which cause problems and matters which were considered easy during the item writing process. There are about 40 active item writers in NC, 32 of which took part in this study. In NC, tests can be taken in nine different languages and each language has its own item writing team of about three to ten item writers. The data were gathered during 2008-2010 and consist of filled-in questionnaires and taped interviews. Quantitative research methods were used for data analysis. This study can be considered action research, since the outcome of this study aims to develop the item writing process and its guidance and to have item writers reflect on their beliefs and views of language, and their work as an item writer. Results indicate that there is variety in the item writers’ views on language and language knowledge and skills. On the basis of study results, these views can be divided into three groups according to the ways item writers had internalized the functional view of language. In the first group, the view of language had changed from a very formal and structural view to the functional view of language. In the second group, views varied according to the situations. Depending on the language situation, these item writers were underlining either the form or use of language. Item writers in the third group were still seeking their view of language. They told that they appreciate the functional view of language, but that they valued correctness and purity in the language. Common to all item writers was that they considered vocabulary an important language skill and defined the development of language ability and language proficiency levels on the basis of vocabulary. Education, work experience, qualifications and experience in language testing in NC were the three most important ideas that affected their views of language and the change in the views of language. The study brought out that during the item writing process, the item writers had common problems which include finding suitable material for items, defining the skill level, formulating items and finding time for writing items. Item writers found it easiest in the item writing process to give feedback to other item writers’ work. The results of this study indicate that it is necessary to develop guidance for item writers in the different stages of the item writing process and to revise some practices. It is also important to point out the meaning of different language functions, different levels of understanding and pragmatic and sociolinguistic competence in test tasks. These ideas support the language view offered in the test system, as well as the framework and specifications of NC.