Integrating E-Learning and Test Objectives: the dynamic process of design and evaluation

Since 2008, the process for designing prova di idoneita' English language testing has be en integrated with e-learning development, at the Centro Linguistico of the University of Bologna (CLA sedi di Romagna). The design and development process begins with an analysis of the test objectives, the instructional materials, the instructional environment, learner profile, and program objectives, includes a formative evaluation, then finishes with an evaluation phase which identifies need for revision. This article examines the ongoing and iterative nature of creating effective assessment instruments (tests) which align to the university’s program level outcomes (for second language skills) as defined by the academic departments at the Romagna Campuses. An obvious benefit to adopting an integrated approach is the flexibility which allows the CLA to respond to university or department level changes, in a timely manner, with very few additional resources. For example, during university reforms affecting departments and degree plans, the integrated approach provides a coherent system to evaluate and identify which instructional or test materials should be revised or created in order to align with current objectives. Longevity of the prova di idoneità tests can be increased when technical and pedagogical obsolescence is addressed in an iterative manner. Limitations are recognized in evaluating the effectiveness or impact of instructional materials on learner performance.