This paper, hence, presents various understandings of learning outcomes‟, and how testing can be adjusted to fit in with outcome-based assessment. Accordingly, different models of test specifications are reviewed and critiqued, followed by the proposal of a test specification model that is likely to facilitate outcome-based educational system. | VNU Journal of Science: Foreign Studies, Vol. 32, No. 4 (2016) 64-73 Specifications Framework for Tests in an Outcome-based Language Program Hoang Hong Trang*, Nguyen Thi Chi, Duong Thu Mai Faculty of English Language Teacher Education, VNU University of Languages and International Studies, Pham Van Dong, Cau Giay, Hanoi, Vietnam Received 12 August 2016 Revised 24 September 2016; Accepted 22 November 2016 Abstract: Driven by the transformation of the language curriculum in the light of the competencebased approach, assessment activities serve as a tool both to measure students‟ achievement and to inform their learning progress. As such, it is a requirement that those activities be aligned with targeted competence, or learning outcomes. With broad understanding of outcomes, tests might also be considered as an outcome-based assessment tool, the quality of which can only be assured by a so-called “outcome-based” test spec. This paper, hence, presents various understandings of „learning outcomes‟, and how testing can be adjusted to fit in with outcome-based assessment. Accordingly, different models of test specifications are reviewed and critiqued, followed by the proposal of a test specification model that is likely to facilitate outcome-based educational system. Keywords: Outcome-based, testing, specification, tests. 1. Introduction Intermediate to Advanced level of English proficiency, by lecturers of English in the faculty. During the process of course design, classroom teachers, now as course developers, have confronted with several theoretical and practical difficulties, two of which were how to understand “outcome” and “outcome-based language education” and how to realize them in course materials as well as future teaching and assessment activities. As for assessment tasks, since such formative assessment tools as portfolios, or performance-based assessment activities like presentations, debates, and forums have been well-used but not without fault, and .
