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Teaching is one of the most important professions that affect different aspects of life. Brown (1994) stated that testing and teaching are different, but they are interwoven and interdependent, that it is difficult to tease them apart. Teachers teach, and then test to find out if they had achieved their course objectives. As teachers sometimes fail or find difficulties to come out with perfect test that backwash the whole process of course learning; in other words they fail to construct test that meets all intended learning outcomes (ILOs). So, this paper aims at: finding out reasons behind questions’ weakness of English Language tests, and finding solutions that can help educators write their test-questions in scientific pedagogical way, that tests all course content, and reflects (ILOs). The researcher used the descriptive analytical method, a teachers’ questionnaire is used as instrument to collect data, and 10 tests’ questions were analyzed to tackle reasons behind questions’ weakness. Participants of this study are 22 instructors from College of Science & Arts, Muhayil “KKU” Finding indicated reasons behind questions’ weakness of English Language tests are the inadequate way of designing tests, as a result of ignorance of the basics of test questions criteria and lacking knowledge of how to use Bloom Taxonomy and (TOS). Instructors need training about how to use Bloom Taxonomy and Table of Specification in designing Tests’ Questions of English Language in a pedagogical way.

Basis of Designing Test Questions of English Language That Reflect Intended Learning Outcomes (ILOs)