What makes item-writing training useful? Learning from trainee perceptions on an online item-writing course for language testing
Olena Rossi, Independent Language Assessment Consultant, Italy
Tineke Brunfaut, Lancaster University, UK  
Luke Harding, Lancaster University, UK
https://doi.org/10.58379/DIJZ6182
Volume 14, Issue 1, 2025
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.
Keywords: Item writing, item writers, item writer training, online training