We begin with some general points to be considered when producing tests of reading ability:

• Avoid texts and questions in which general knowledge can be used to get the correct answer.
• Include as many different passages as possible: this will increase the reliability of the test, as students will get a number of 'fresh starts'.
• Include some items that focus on micro-skills, such as vocabulary or idiom. For example: 'Find a single word/a phrase/a sentence in the first part of the text that means the same as…..'
• If you are testing scanning (see Module 7, section 7.2.2), you need texts with a good deal of separate or discrete information, rather than a discursive text.
• As a rule, you should present questions in the order in which the answers can be found in the passage; but see the next point.
• At intermediate levels and above, don't just include scanning questions but also ones that require a detailed appreciation of argument or an ability to link different parts of a passage to each other.
• If using the FL in your questions, ensure you do not make identification of the answer too easy.
• As with listening comprehension, if the FL is to be used in answers, don't include writing ability in your mark scheme.