Assessment design is a critical competency for pre-service teachers, alongside pedagogical skills. This study investigates the quality of test items constructed by a pre-service teacher who has recently completed a Language Testing course in the sixth semester. There are 30 multiple-choice questions which consisted of 10 items each on reading comprehension, grammar, and vocabulary were analysed using descriptive statistical methods to determine item difficulty, discrimination, validity and reliability. The analysis revealed that while the prospective teachers demonstrated a foundational understanding of test construction principles, many items lacked the precision and balance necessary for high-quality assessment. These findings highlight the need for continued instructional support and practical training in test development to ensure future teachers are well-prepared to create valid and reliable assessment tools in the classroom.