Tests may be unreliable for reasons other than faulty pornpros network sampling. These reasons are connected with the type of input : the language data and the programme (test instructions). The sentence we give the test subject to manipulate in various ways may contain unsuspected prob­lems. A syntactic test item may contain vocabulary he does not know; the sentence may be ambiguous or involve knowledge of the world to interpret. Similarly, the instructions may be faulty. He may not understand them; they may be ambiguous or contain technical words he doesn't know. We must constantly remember that while we may be testing his `grammatical competence', we can only get at it through his `communicative competence'. He needs to make use of the very thing we are testing in order to understand what he has to do to show us that he has it! It requires considerable ingenuity to devise actual test items whose reliability is not vitiated by the pornpros pornstars subject's inadequate perform­ance abilities. We can do this in various ways; for example, by giving him Pimp Parade movies instructions in his mother tongue and by requiring no more than a yes–no response. But ultimately the only way of reducing this sort of unreliability is to test the test materials themselves by trying them out on a fair sample of the sort of learner they are intended for and elimi­nating any items which produce erratic results. This is called item analysis and is not unlike the process of 'debugging' a computer pro­gramme.

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