The question of whether or not and how learners" L1 should be integrated into the English as a Foreign Language (EFL) classroom has long been a controversial issue in the field of language teaching. Once within the framework of the traditional grammar translation method, L1 use was the backbone of the field and in its heydays it was highly appreciated. Later, it was rejected by most second language researchers and practitioners (Ferguson, 2009). Today, in spite of all these ups and downs, a compelling body of Rasoul Mohammad Hosseinpur et al.

The College Instructor's Guide to Writing Test Items: Measuring Student Learning highlights the need for straight and clear guidelines and directions on test-item writing and development within several fields. With an emphasis on multiple-choice response items, higher education researchers, instructors, and graduate students will be provided with the tools and opportunities to potentially grasp, create, and employ assessment tasks in both EFL/ESL classes so that the instruction will be informed, learning and teaching process will be facilitated and constantly supported. In an introduction to the book, the authors make a distinction between assessment and testing. The reasons why instructors need to know about measurement and testing are also expounded upon. Finally, common complaints about college tests are brought to readers' attention. Chapter one begins with the introduction of the concept of validity with regard to test score, interpretation, and use. Then, common testing purposes accompanied by some typical examples of their applications with an emphasis on the test results are presented. Common uses of test results (formative and summative) are also explained. Moreover, the very basics of an effective grading plan and the way it can be informed by testing are discussed and common methods of testing are reviewed to allow more room for the description of test design and item writing and analysis. At last, the way to gather validity evidence both about test content and quality of test items is elaborated on. Learning objectives written at the institutional, course, and instructional levels are compared and contrasted at the beginning of Chapter 2. The way instructional objectives can be utilized to back the learning and teaching process is then elaborated on. Furthermore, six levels of cognitive tasks: remembering, understanding, applying, evaluating, and creating are identified and exemplified. Eventually, creation and evaluation of instructional learning objectives including the conditions and criteria for a certain task or topic to determine learner performance are explored. A framework for building a test blueprint is introduced and its distinctive characteristics are described in Chapter 3. The possible merits and demerits of selected-response items are then summarized. The potential differences among frequently-used item formats are also discussed. The Chapter ends with explaining the way multiple-choice items can be applied for the assessment of higher-order cognitive tasks. A series of guidelines for developing Multiple-Choice (MC) items are first presented in Chapter 4. The way common learner misconceptions can be exploited to enhance MC items is then illustrated. Finally, the foundations of MC items are reviewed and detailed item-development recommendations and directions are provided. Chapter 5 begins with reviewing various available tools for test development and writing test items. The fundamental features of Proola, a web application to make instructional learning objectives and develop test item...