Language test analysis1. The purpose of the test was to expand the skills of professionals who will in turn pass on this knowledge to second language speakers and form a basis for professionalism in language teaching, as well as assess their understanding of the English language in a situation of class. At the end of the test, the student should be able to construct future classroom tests for the evaluation of language skills (grammar and vocabulary) and the four language skills. My two test subjects were a middle-aged Irish woman with O-level education from her native Belfast High School and a 50-year-old Jamaican immigrant who had lived in London for most of her life.2. Content of the test There were 5 sections: Question 1 – Reading passage The aim was to show that you understand the essence of a written text and its thematic concerns, the key ideas, even if there were new words, and the choice of its main points. They come from a non-fiction text.Question 2 – GrammarUse of English at the word or sentence level, including the use of correct words and structural forms; correct and appropriate words and phrases; tense in the form of a modified cloze.Question 3 - ListeningSelect specific information from a spoken text, recognize the tone and mood of the speaker by differentiating main points from minor ones (hesitations, examples, etc.) from a simulated recording originating from a conversation.Question 4 - WritingIncludes writing a specified paragraph of 250 words using prompts from two texts. In this context, the candidate should be able to express his or her thoughts or arguments according to the instructions given in the paper, and then stick to all instructions given.Question 5 - ConversationTo measure fluency, the test subject was a. .....middle of the paper...also, my diagnosis was that the language test did not include review, which meant I needed to develop better assessments. It is also important to provide educational communication and technologies that facilitate teacher evaluation to support various tools for developing online or classroom tests. A diagnostic listening test should be taken at the same time as or before the test to ascertain a student's listening aptitude. This test can evaluate more than just spoken word recognition. It can be marked based on exact words (including exact punctuation and spelling), the accuracy of certain sentences, or simply based on meaning. References Fulcher, G. A data-based approach to rating scale construction, ndp 10: University of Surrey. Retrieved May 27, 2011, from http://lingualtesting.info/articles/store/FulcherThickDescription.pdf