Tools for selecting texts for EAP tests


With regard to text selection, Weir (2005, p. 70) clarifies that the purpose of the test will also influence the suitability of any particular text which is chosen for use in the test. For instance, achievement tests may need to draw on material which reflects texts used within the syllabus, whereas proficiency tests may require the sourcing or creation of material which represent a broader subject domain or the type of text used on programmes which students will join after completing EAP courses. The features of writing in particular genres, such as experiment reports for the sciences or critical essays in humanities, should also be taken into account. Alderson (2000) also relates aspects of text choice to the characteristics of successful and unsuccessful readers.


The series of text selection questions, as presented in Table 3, has been compiled in consultation with a range of resources (Weir, 2005; Alderson, 2000; Davies, 2008; Brown & Abeywickrama, 2010; McNamara, 2000; Clapham, 1996). These questions can be used or adapted for the purpose of selecting suitable materials for reading or listening assessment purposes.


Table 3: Text selection questions Text selection questions


Is the text structure clear with coherent argumentation?


Is the text appropriately organized so that understanding main ideas and gist is feasible?


Does the text have a suitable level of grammatical cohesion?


Are at least some of the test takers likely to be able to both understand and respond to the text in the manner you require?


Is the lexical difficulty of the text appropriate to the level?


Is the text length appropriate, representative and manageable for the time available?


Does the text match your expectations using measures such as Flesch–Kincaid, or with reference to academic word lists?


Is the text genre suitable or appropriate to the academic domain?


Test creator’s comments


Chapter 8: Text selection, authenticity and specificity


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