azmoon aazi(jafari gohar)

5/14/2018 Azmoon Aazi(Jafari Gohar) - slidepdf.com

http://slidepdf.com/reader/full/azmoon-aazijafari-gohar 1/232

آزن زی زبم درس حاو دات:

A Course in Language Testing م عالاد جپدک:م لف

:



:طرح درس رور ت م و دی ر صل-1

ارائ ثی گوگون ظور رون خن-2

م دی3-طور یث مجا و یرآ یور ضو غط و چد گز ای /اجم رت درت-4

ظور اطن از درک طب م



:اداف آوز درس اتظر می رود داشجون پس از مطلعه ان درس

: قدر بشد ظری م و دی آزون زی را نم-1

.د 2- ار یز نوزآ دو و فخ لار

.طور ل ط د روی آری طرح ده در صی گوگون را-3

. ر رد رای ری خف ز آزوی ب-4

.ود



:جه درس رن رج زن ا و چن

رن ادت زن ا تا نز نرد ناوع دردق

آزوی ب د و آزوی وجوداز ارو.را در ورد ارز قرار دد

رت در آزون زی از جه وژه ای در

.ر در ر ان دو گراش دارد



CHAPTER ONEIntroduction

What is a Test?

1. A series of questions to be

answered.

2. A systematic procedure to

collect information on aperson’s or a group’s verbalor non-verbal behavior.



Chapter One: Introduction

What is a quiz?

It is short, informal, unannounced

and covers limited materials.

What is an examination?

An examination is morecomprehensive and complex thana test.




What is measurement?

Measurement is broader

than a test and refers to the

process of quantifying a

person’s verbal or non-verbal

behavior.




Evaluation is the process of gathering information to

make a decision.

Quantitative or qualitative




Why should we test?

1.Testing aids learning and

teaching.2.Tests encourage students to

study harder.3.Tests help learners tomonitor their own progress.




Who should make a test?

A person familiar with:

1. Knowledge of language

2. Test construction procedure

3. Interpreting test results



Chapter One: Self-assessment

1. A test refers to a standardset of items to be answered.

2. Evaluation uses both testsand informal pieces of

evidence for the purpose of making a value judgment.

T

F




4. Measurement refers to anydevice for obtaining

information in a quantitativemanner. T




5. If a person Knows how toteach, he may not benecessarily able to judge theability of his pupils. T




7. Educational decisions can bemade without measurement orevaluation.

8. Summative evaluation involvesthe use of tests and quizzes for

the purpose of determining theeffectiveness of instructionalprograms.

F

T




The process of gatheringinformation that enables usto make proper decisions iscalled ----------------.

a.Measurement

b.Testingc. Evaluation

d.Examination




The subjective judgment of ateacher about a student’sperformance is a kind of ---------evaluation.

a. quantitative

b. standardc. qualitative

d. comprehensive



CHAPTER TWO Purposes (Functions) of

Language tests

What are the main categories of

purposes? A. Attainment: what a person has

learned in the past.

B. Prognostic: what a person islikely to learn in future.



Chapter Two: purposes

Three types of attainment:

1. Achievement test

a. General b. diagnostic

2.Proficiency test

3.Knowledge test



Chapter Two: purposes

Types of Prognostic tests

1.Selection test

a. readiness b. competition

2. Aptitude test 3.Placement test



Chapter Two: Self-assessment

1.Achievement tests measurewhat has been learned from

what was taught in a specificcourse.

2. Diagnostic tests are used toidentify students’ strengthsand weaknesses.

T

T




3. Prognostic tests are used forthe purpose of predictingfuture performance.

4. When selection is based on

achievement, the test iscalled a placement test.

T

F




A test designed to predictsuccess in achieving certain

skill or knowledge is calleda(n) ---------- test.

a. prognostic b. progress

c. attainment d. achievement




Which of the following testsis developed to measure

overall language ability?

a. Aptitude b. Diagnosticc. Readiness d. Proficiency




A test has been administeredon the first day of a language

course. Which purpose is NOTsuitable for this test?

a. Achievement b. Placement

c. Diagnostic d. Knowledge




A teacher has made a test tofind out what his students

have and have not learned. What type of test is it?

a. Mastery b. achievement

c. Progress d. diagnostic




A college has a capacity for100 new students while 1000

applicants are going to takethe entrance test. What typeof test should be used?

a. Progress b. Placement

c. Competition d. Diagnostic



CHAPTER THREEForms of Test Items

What are different classificationsfor item forms?

Subjective vs. objective items

subjectively-scored andobjectively-scored items



Chapter Three: Forms

Subjective vs. objective isNOT appropriate forclassifying forms because thesame form may be objective

or subjective. A multiple-choice item illustrates this:




Objective: In which continent is Iran situated?

a. Asia b. Europe

c. America d. Africa

Subjective:

How many beautiful cities are therein Iran?

a. 2 b. 3 c. 5 d. 7




Recognition vs. supply form

Multiple-choice item: the

examinee recognizes which

choice is correct.




The structure of a multiple-choiceitem:

Ali has been living in Tehran

----------- 1995. (stem)

a. in (distractor)

b. at (distractor)c. for (distractor)d. since (correct choice)



Chapter Three: Self-assessment

1.Good true-false statementsshould express a single idea,not multiple ones.

2. Only the use of subjective

tests involves the exercise of subjective judgment.

T

F




3. Answers to earlier itemsshould provide a clue to

testees to respond tosucceeding items. F




4. By increasing the number of distractors in a multiple-choice item, the quality of theitem increases. F




5. Completion items should havea single correct response.

6. A test that encourages rote

learning and neglectsunderstanding is NOT a goodtest.

T

T




A teacher intends to spend theshortest possible time on scoring

the items. Which item type isbest?

a. Short-answer b. Compositionc. Dictation d. True/false




You need to test a very largegroup of students but save timein scoring. Which of the following

is the best?a. Supply items

b. Essay writing

c. Interviews

d. Multiple-choice items




You have been asked to makea test in a very short time.

Which of the following is best?a. Multiple-choice

b. Compositionc. True/false

d. Objective items

CHAPTER FOUR



CHAPTER FOUR Test Construction

1.Planning

2.Writing3.Reviewing

4.Pretesting



Chapter Four: Test Construction

I. Planning:

Some considerations:

1. Test content

2. Number and types of items

3. Difficulty level of items

4. Test directions




II. Writing test items: The person who writes items

should have:

1. Enough knowledge andexperience in constructing a

test2. Enough knowledge of the

content




General Directions:

1.Only one correct answer:

This is the book --------- Iborrowed from him.

a. that b. which

c. who d. whom




2.Grammatically correct choices.

Ali ----- to school yesterday.

a. go b. goesc. goed d. wentgone




3.Items should be economical

What is the capital of Iran?a. The capital of Iran is Kabul.

b. The capital of Iran is Baghdad.

c. The capital of Iran is Islamabad.

d. The capital of Iran is Tehran.




Previous item improved:

The capital of Iran is --------.

a. Kabul b. Baghdadc. Islamabad d. Tehran




4. All distractors should beplausible or reasonable

What does the verb ―to look for‖ mean?

a. to see b. to search

c. to stop d. a fast carto sleep




5. All distractors should be almostthe same length

Ali says he will write the book if he can find a(n) -----------. a. vet

b. idiotc. ace

d. collaboratoraid




Ways of arranging choicelength

a. ------------------b.--------------------------------c.------------------d.--------------------------------

a. ------------------------------------ b. -------------------------------c. ------------------------d. ----------------




6.Do not use ―all the above‖ or ―none of the above‖ as a choice.

What does the word ―merry‖ mean?

a. happy b. glad

c. gleeful d. all of above




7.Distribute correct choicesalmost equally but randomlyamong the alternatives.

100 items: 25a, 25b, 25c,

25dNo pattern: abcd; aa, bb, cc,

dd




8.The stem should not provideany clues to the correct choice.

There was an ------- on thedesk. a. apple b. book

c. pen d. mirror

a(n)




9. Do not begin the item with ablank.

----------- did you talk about?

We talked about many things.

a. Why b. Whenc. What d. Who




What is the problem withthe following items?

1.Did you try to pass the test?

Yes, I ------------ but I failed.

a. did my good

b. did my betterc. did my well

d. did my best

Noteconomical




2.Do you know how many

syllables ---------- in the

word "dictionary?"

a. there is b. there are

c. is there d. are there

Not pure




3.This is --------- car that Iwant to buy.

a. a b. thec. any d. an

Grammatical clue




4.I saw him ----------- thestreet carelessly.

a. cross b. crossed

c. crossing d. crosses

Two correct choices




What do you do in --------- freetime?

I usually study.

a. yours b. your

c. you're d. you

Good for measuring writingmechanics. b and c are

pronounced alike




III. Reviewing:

Should be done by someoneother than the writer.

Done in terms of accuracy

and appropriateness of content




IV.Pretesting:

The test is administered to

a group of testees withsimilar characteristics tothose for which the test has

been produced.




The main purpose of pretestingis to have data for item analysis:

1.Item facility (IF)

2.Item discrimination (ID)

3.Choice distribution (CD)




1.Item facility: Shows howeasy an item is.

ΣCIF= ------

N

ΣC = all the correct responsesN = all the responses




An example:

N= 100

ΣC = 50ΣC 50

IF= ------ = ------ = .50N 100

IF = .50




2.Item discrimination (ID)

ID refers to the power of anitem to show the differenceor discriminate betweenstronger and weakerstudents.




ID procedure:

1.Rank the testees

2.Divide them in two equal groups3. Apply the following formula:

CH - CLID = ---------------

N/2




An example:

N= 20, H=10, L=10

Item No. 1, CH= 8, CL=8

CH – CL 8 - 8ID = --------------- = ----------=0

N/2 10




Another example:

N= 20, H=10, L=10

Item No. 2, CH= 8, CL=3

CH – CL 8 - 3ID = --------------- = ----------=.50

N/2 10




3.Choice Distribution (CD)

refers to the frequency with

which alternatives have

been chosen. It indicates

how effective distractors

have been.




Items Choice distribution

A B C D

1: B 15 55 30 0

2:A 55 35 5 5 3:C 10 40 40 10




Item No.3 based on the previous table:

The ----------- of Iran is above

sixty million.a. distance

b. pollution

c. population

d. height




Comment:

In the previous item,

distractor b is malfunctioningbecause it has attractedtestees for the wrong reason,

that is, a spelling similarityand not semantic similarity.

Ch



Chapter Four: Self-assessment

Which of the following isNOT a concern in item

analysis?a. Calculating IF

b. Identifying defective items

c. Obtaining ID

d. Analyzing test content

Ch F




Which of the following itemsis suitable to be included in

an achievement test?a. ID = .40, IF = .20

b. ID = .20, IF = .90

c. ID = .80, IF = .60

d. ID = .90, IF = .95

Ch t F




Which of the following testsneeds to have a high ID

index?a. Mastery

b. Diagnostic

c. Readiness

d. Achievement

CHAPTER FIVE



CHAPTER FIVEInterpreting Test Results

Frequencydistribution

Score frequency

16

1513

12

1110

9 8

1

12

5

44

1 2

Ch t Fi I t ti



Chapter Five: Interpreting

Percentile score shows therelative standing of a score in

a distribution.

It shows what percentage of scores are higher and lowerthan a certain score.

Ch t Fi I t ti




Percentile computation

cf

P (percentile) = (100) -----N

N= number of scoresCf =cumulative frequency




Cumulativefrequency

N=20

Scores f cf

16

15

13

12

1110

9

8

1

1

2

5

44

1

2

20

19

18

16

117

3

2

Ch t Fi I t ti




Examples: Cf 16 P= (100)----- = ------ = 80

N 20

Cf 20P = (100)-----= ------ = 100

N 20




Bar graph/histogram




Frequency Polygon

Chapter Five: I t ti




Measures of central tendency

1.Mean: average _ Σ x

X = -------

NΣ x = sum of all scores

N = number of scores

Chapter Five: I t ti




An example:

13 + 14 + 15 + 16 + 17 = 75

Σ x = 75N= 5

_ Σ x 75 X = ------- = -------= 15

N 5




2.Mode: themost frequent

score/thehighestfrequency

Score Frequency

16

15

13

12

1110

9 8

1

1

2

5

44

1

2





3.Median: the most centralscore

1. Odd number

13, 15, 16, 17, 19

2. Even number12, 13, 15, 17, 18, 19 =16





Measures of variability

1.Range: the difference

between the lowest andhighest score.

13, 15, 16, 17, 19

13-19= 6





2. Variance/ standard deviation

They show the average distanceof all the scores from the mean.

Σ x2

variance (V ( = ---------N-1

Σ x2=sum of all squareddeviances from the mean




X __ X- X = x x2

19181716151413

+ 3+2+10-1-2-3

9410149

An example





Σ x2 28

(V ( = ---------= --------=4.6N-1 7-1

Standard deviation = V V

S = 2.14




Normal Curve/bell-shaped curve





Examples based on the previouscurve:

Adults intelligence

mean= 100 S= 15

Mean +1 S = 34 percent

100 + 15 = 115

34 percent = 100-115





100 – 15 = 8534 percent= 85 —100

115 + 15 = 13013 percent = 115 – 130

85 – 15 = 7013 percent = 70 –85





Standard Scores:

Standard scores are used to

compare scores on different

scales of measurement.





Z-Score: the most commonstandard score

__ X - X

Z = -----------s





A Z distribution presentsthree pieces of information:

1.How many standarddeviations a score is aboveor below the mean.

2.The mean is 03.Standard deviation is 1





An example:

Ali X=25 s=5 mean=20

Hossien X=30 s=5mean=35

__

X - X 20-25 Z = ----------- = --------= +1

s 5





__ X - X 35-30

Z = ----------- = --------= -1s 5

Ali: Z= +1Hossein: Z= -1

Ch t Fi




Ali got a lower score but hisZ is +1, that is, he did better

than 84 percent of the class,whereas Hossein with a Z of -1 did better than only 16percent.





Correlation:

It shows:

Go-togetherness of variables

No cause-effect relationship

Varies between -1 and +1:





Types of correlation:

1.Pearson Product-moment:

used for data on intervalscales.r xy = N Σ(XY) – (Σ X) (Σ Y)___________

V [N (Σ X 2) – (Σ X) 2] [N (Σ Y 2) – (Σ Y) 2)]





2.Spearman rank-order, rho:Used for ranked or ordinaldata

6(Σ D2)

P = 1- –––––––– N (N2-1)

Ch t Fi I t ti




• Σ D2 = 40

Students Teacher 1 Teacher 2 D D2

A

B

C

D

E

1

2

3

4

5

5

4

3

2

1

4

2

0

2

4

16

4

0

4

16

An example:





6(Σ D2) 6 (40) 240

P = 1- –––––––– = –––––––– = –––––––=

N (N2-1) 5 (25-1) 120

P = 1-2 = -1

Perfect negative correlation





Standard error of measurement=SEM: used to estimate errorin measurement

X (n- X)

SEM X = ––––––––

n – 1 X = scoren = number of items





An example: X= 79 n = 100

X (n- X) 79 (100-79)

SEM X = –––––––– = –––––––––––= 4

n – 1 100-1 79 + 1SEM = 75-83 68%

79 + 2SEM = 71-87 95%

Ch t Fi I t ti




Effect of guessing: A student hastaken a test of 100 items. As hehas no knowledge, he takes

choice A and marks it for all theitems. His true score iscalculated below:

W 75Corrected score = R – –––– = 25 - ––––=

n - 1 4-1 25 – 25 = 0





Some other factors affecting aperson’s score:

Practice effectCoaching effect

Ceiling effect

Test compromise





Interpretation of results:1.Norm-referenced: Test

takers’ scores are compared.

2.Criterion-referenced: Test

takers’ scores are comparedwith a criterion set inadvance.

Chapter Five: Self-assessment



Chapter Five: Self assessment

In a normal distribution, whatpercentage of scores fallbetween the mean and one

standard deviation?

a. about 35%

b. about 50%c. about 68%

d. about 95%





A test has been given to 100students. Twenty students haveobtained the score of 50. What is the

percentage of this score?a. 10 b. 15 c. 20 d. 30

f 20P x= ------ X 100 = ------= .20X100=20N 100





A test is administered to 100students. The cumulativefrequency of the score of 50 is

40. How many students havescores below the score of 50?

a. about 25 b. about 20

c. about 40 d. about 30





N=100 cf=40

Cf 40

P= (100)----- = ------ = 40 N 100





In a test eight of thestudents obtained a score of 85. This score has the highestfrequency. What is the labelused for this score?

a. Mean b. Modec. Median d. Range

CHAPTER SIX Att ib t f G d T t



Attributes of a Good Test

1. Validity

2.Reliability

3.Efficiency

4.Relevance

Chapter Six: Test Attributes




Validity is the mostimportant characteristic of agood test.

A valid test is a test thattests what it is supposed to

test.




C apte S est tt butes

1.Face validity

2.Content validity

3.Criterion-related validity

a. Concurrent b. Predictive

4.Construct validity




p

Reliability

A reliable test gives us the

same or almost the sameresults in different

administrations.




p

Methods of estimatingreliability

1.Test-retest

2. Alternate form

3.Split-half




p

2(r half test)r of total test= ––––––––––––––

1+ (r half test) r half=.80

2 (.80) 1.60

r total = ––––––––= ––––=.88

1 + .80 1.80




p

Sources of unreliability:1. Error score

SEM=sd V 1-r

SEM = 10 V 1-1 = 0




p

Other sources of unreliability

1.Characteristics of testees 2. Characteristics of the test




p

Efficiency

Relevance1. balance

2. specificity3. fairness

Chapter Six: Self-assessment




1. A good test should be valid,reliable, efficient, and

relevant.2. The extent to which a test

measures what it is supposedto measure is called validity.

T

T





3. Face validity is the degree towhich the test represents an

area of knowledge. F




Chapter Six: Self assessment

4. Concurrent validity is theextent to which different

tests intended to measure thesame ability are inagreement.

T





5. If a test is reliable it is validtoo.

6. The discrimination of a testis affected by thehomogeneity of the test items

and the heterogeneity of thetestees.

F

T





7. Test reliability can also beestimated from ready-made

tables or through statisticalprocedures known as rationalequivalence. T




A teacher is administering a newtest along with a standard TOEFLtest. What type of validity is he

going to measure?

a. Criterion-related validity

b. Content validityc. Predictive validity

d. Construct validity




What is the difficulty in findingreliability through the ―alternate -

form ‖ method?

a. Preparing two equivalent forms

b. Dividing a test in two halvesc. Students’ taking two tests

d. Administering method




In the case of multiple-choice tests, the -----------reliability coefficient would

be one. a. testee b. scorerc. split-half d. parallel-forms




Deducting points for poorhandwriting on a linguisticstest most certainly affectstest ------------.

a. validity b. reliability

c. Relevance d. efficiency




A test which is supposed tomeasure speaking ability butincludes written tests lacks

------------- validity.

a. construct b. predictive

c. concurrent d. face

SECTION TWOMeasuring Language Skills



Measuring Language Skills

and Componentscomponents Language skills

Listening Speaking Reading Writing

Phonology,orthography

Vocabulary

Structure

CHAPTER SEVENTesting Structure



Testing Structure

Short conversation:

Did Ali go shopping alone? Yes, he bought everything

------- himself.a. to b. by

c. for d. with

Chapter Seven: Structure



This car is ------------------------.that than expensive more one

A B C D E

a. A, B, C, D, E

b. D, C, B, A, E

c. B, A, C, E, Dd. C, E, D, A, B




Completion, short answer This car is more expensive ------

that one.

Is this car the same price asthat one?

No, it's ----------- than that one.




Some Guidelines:

1. Only one correct answer:

May I borrow your pen? Sorry, I ------------- my pen with me.

a. haven't (British) b. don't

c. don't have (American)

d not have




2. No non-English forms: Is he able to pass the test?

Yes, I think he ---------- it.

a. can pass

b. can passing

c. can passedd. can passes




What is the problem with thefollowing items?

An adjective clause oftenmodifies ---------------.

a. a noun b. a verb

c. an adjective d. an article

It tests usage and not use




Have you done this exercise?No, it is --------------- than

the last one.a. more difficult

b. most difficult

c. difficult

d. difficulter

The use of

non-English

form

Chapter Seven: Self-assessment



Chapter Seven: Self assessment

1. Structure is the most popularcomponent in language tests.

2. Structure tests for nativespeakers aim at testing their

knowledge of the structures of the informal style.

T

F




3. Structure tests for foreignlanguage learners at the

advanced level measure theirsensitivity to the grammaticalsystem of the formal style. T




p

4.Each item should have onlyone correct answer, and the

distractors should beplausible. T

CHAPTER EIGHT Testing Vocabulary



Testing Vocabulary

1. Paraphrase After two hours, the committee

adjourned without anydecisions.

a. finished b. continuedc. argued d. started

Chapter Eight: Vocabulary



2. Completion After two hours, the committee

------------ without any decisions.

a. debated b. argued

c. collapsed d. adjourned




Standard form:

The word adjourn means: a. Cause to turn up.

b. Break into pieces.

c. Come into use again.d. Break off for some time.




Some Guidelines:1.No difficult words or structure

in the leadBeing unfortunate to have been

bereaved of his belongings, Reza --------- John's book.

a. borrowed b. sold

c. lent d. returned




2.Choices should be easierthan the lead

The child was frightened of being left alone in the dark room.

a. annoyed b. ashamedc. terrified d. dismayed




3.Choices should be from thesame area of meaning:

She came to the party in a

----------- dress.

a. capable b. sincere

c. lunatic d. hideous




What is the problem withthe following items?

The first day of the week is------.

a. Monday

b. Friday

c. Sunday

d. Saturday

It tests general

knowledge not

language knowledge




Ahmad did not go to schooltoday because he was ill.

a. weak b. sick

c. feeble

d. injured

Choice C is not at

the same difficulty

level




I don't like its appearance. Ithink it's far from beautiful;in fact, I think it's ---------.

a. Graceful b. afterward

c. Clumsy d. reasoned

Choice b and d are not appropriate




After discussing the matterfor two hours, the committee----------- without havingreached any decision.

a. ended b. deferred

c. postponed d. adjourned

More than one correct choice




What are you going to dothis afternoon?

I'm not certain, but I ---------go to the library.

a. want for b. decide on

c. like d. hope to

Choices have different forms

Chapter Eight: Self-assessment



1.The testing of vocabulary isordinarily limited to

productive ability.2. At the advanced level,

vocabulary tests deal withthe lexicon of the writtenlanguage.

F

T




3. Both function and contentwords are included in

vocabulary tests.4. In any vocabulary item, all

choices should be related tothe same general area or kindof activity.

F

T




5. Vocabulary should be testedin context. Testing words in

isolation has the backwasheffect of encouraging thesubjects to memorize lists of

words. T




6. Vocabulary test items shoulduse grammatical structures

that the testees may finddifficult to comprehend. F

CHAPTER NINETesting Pronunciation



g

I. Testing Recognition

1. Sound discrimination

Chapter Nine: Pronunciation



Examinee hears: ―That’s a ship.‖ Examinees chooses:




•The examinee hears: sheep•The examinee reads and

chooses:

a. Shop b. Ship

c. Sheep d. Sheet




The examinee hears: eat, it, eat

The examinee chooses:

A B C




2.Stress recognition:

testee hears: testee chooses:Compare 1 2

tradition 1 2 3




Sentence stress

Testee hears:

The teacher will teach lesson two.

Testee chooses:1 2 3 4 5 6 7




Examinee hears:Why is Mary watching, Tom?

The speaker is asking ------------.

a. why Mary is watching Tom

b. why Tom is watching Maryc. Tom why he is watching

d. Tom why Mary is watching




II.Testing production

1. Imitation2. Reading aloud

3. Retelling

4. Talking about pictures

Chapter Nine: Self-assessment



1. We can use a number of points in one item.

2. The ability to distinguishbetween sounds in itself implies an ability tounderstand verbal messages.

F

F




3. Pronunciation test itemsshould be prepared in a way

that they require the testeesto rely on what they hearrather than on an intelligent

estimate of what thesituation calls for. T




4. Dictation test is a procedurefor testing recognition of

sounds in isolation.

5. Testing recognition is easierthan testing production.

F

T




6. The stimulus materials forpronunciation tests shouldrepresent formal writtenlanguage.

7. The pictures in pronunciation

tests should be familiar to thesubjects taking the test.

F

T

CHAPTER TENTesting Listening Comprehension



1.Physical response: Ali, turn off the light.

2. Oral presentation of stimulus and

response: Examinee hears: When do you leave?

a. tomorrow

b. to see my wifec. Yes, I do.

d. On main street

Chapter Ten: Listening



3.Statements: Testees hear: John would've passed

the exam if he he'd studied hard.

Testees choose:a. John passed the exam.

b. John failed the exam.

c. John studied very hard.

d. John would study hard.




4.Dialog Examinee hears:

Did you see the news on Channel

one last night? (man's voice) No, the movie on Channel two was

so interesting I gave up listening to

the news. (woman's voice) Question: why did the woman miss

the news?




Examinee reads and chooses: a. She was at the movies.

b. She was watching anotherprogram.

c. She had forgotten to watch it.d. She did not like news at all.




5.Lectures and talks

6.Distorted messages

7.Live or recorded voice?

Chapter Ten: Self-assessment



1. The great advantage of usingrecordings when administering

a listening comprehension testis that there is uniformity inwhat is presented to the

subjects. T




2.The use of recordings allowspresenting perfect models of

the spoken language.3. The noise test may function

as a reasonable measure of listening proficiency forbeginners.

T

F




4. Listening tests for advancedEFL subjects mainly attempt to

test their ability to understandshort samples of speech and todeal with a variety of signals

on the lexical and grammaticallevels of sounds. F

CHAPTER ELEVENTesting speaking



I. Indirect tests

1.Talking about pictures2.Transforming utterances

3.Following commands4.Retelling

Chapter Eleven: Speaking



5.Explaining

6.Giving short talks

7.Role playing

Chapter Eleven: Speaking



II.Direct tests of speaking

Oral interview

a. Holistic scoring

b. Discrete scoring

Chapter Eleven: Self-assessment



1.Speaking can be testeddirectly or indirectly.

2. The most common direct

measure of speaking is theoral interview test.

T

T




3. Speaking tests can beprepared and administered to

groups of testees.4. An interview can be

recorded for later scoring orcan be scored live.

F

T




5.To ensure validity andreliability, each interview test

should be carefully structured.6. The test anxiety should be

minimized during theinterview.

T

T

CHAPTER TWELVE Testing Reading Comprehension



1.Traditional reading tests:Based on the idea that

reading ability consists of anumber of subskills:

Chapter Twelve: Reading



a. Guessing meaning from context

b. Understanding syntactic

structurec. Distinguish explicit and implicit

ideas

d. Grasp the main ideas




2.Cloze procedure:

Based on the idea that

reading ability cannot bebroken down into subskills.It believes that readingability is a unitary skill.




2.Short-context technique

This method considers

reading a unitary skill andconsists of authentic textssuch as college textbooks,

campus ads, magazine andnewspaper articles, etc.

Chapter Twelve: Self-assessment



1.Reading comprehension testsattempt to measure the

testees’ ability to get meaningfrom the printed material.

2. Traditional reading tests are

the least widely-usedmeasures of reading ability. F

T




3. The number of subskillsmeasured by a traditionalreading test depends on theindividual test writer’schoice. T




4. A short-context testcomprises long reading textsfollowed by one or two itemstesting comprehension of overall meaning. F




5. Passages in reading testsshould represent authentic

reading materials that theexaminees are likely toencounter in real-life. T




We increase the ------------ of areading test by using a numberof short passages instead of a

very long passage.

a. difficulty b. comprehension

c. reliability d. speed




Reading comprehension testitems should be ----------------the reading text.

a. as difficult as

b. less difficult than

c. more difficult than

d. much more difficult than




What does a reading cloze testmeasure? a. Certain subskills

b. Knowledge of words

c. Communicative abilitiesd. General reading comprehension




Which of the following is morelikely to contain authentic

reading materials? a. Newspapers and magazines

b. Simple reading books

c. Simplified storiesd. Modified texts




Which of the following is a majordifference between traditionalreading tests and short-context

tests?a. Level of difficulty

b. Type of vocabulary

c. Form of test items

d. Number of passages




What is the appropriatenumber of test item for a100-word passage?

a. one b. two

c. three d. four

CHAPTER THIRTEENTesting Writing



A.Writing readiness tests1. copying

2. spelling3. punctuating

Chapter Thirteen: Writing



4. Combining sentences5. Reducing sentences

• The car that was stolen last week belonged to him.

• The car stolen last week belonged tohim.




6. Completing sentences

7. Transforming sentences

8. Expanding sentences

9. Recognizing errors

10. Correcting errors




B. Beginning writing:1.Transforming passages

2.Building from words3.Building from notes

4.Organizing a paragraph

5.Completing a paragraph




C. Free writingComposition

Evaluation

a. Impression marking

b. Analytic marking

Chapter Thirteen: Self-assessment



1.Writing tests measuresensitivity to the grammatical

patterns appropriate to thewritten form of the language.T




2. Pictures provide subjectswith ideas for writing tasks,

enabling them to give theirfull attention to using thewritten language. T




3. Since good handwriting isimportant, examiners shouldpenalize subjects with poor

handwriting.

4. Tests for low proficiency

subjects measure mastery of specific grammatical points orlexical items.

F

T




5. Before scoring eachcomposition, the scorer

should try to know its writer.6. Objectively-scored tests of

writing motivate testees morethan composition tests.F

F




7. Analytic marking is generallyfound to be much faster than

impression marking.8. A subject’s ability to

organize ideas and expressthem is essential for real-lifecommunication.

F

T




A composition scorer shouldNOT be influenced by thewriter's----------.

a. neatness

b. vocabulary choice

c. originalityd. use of structure




Which of the following bestimproves the reliability of

composition tests? a. Using analytic methodb. Giving weights to some parts

c. Increasing the scorers

d. Pretesting the assignment




Which item type would youchoose if you had short time for

preparation a writing test for 15

students? a. Composition

b. Multiple-choice

c. True/false

d. Short answer




Which of the following taskswould be most suitable forobjective tests of writing?

a. Building from words

b. Error recognition

c. Building from notesd. Expanding sentences

CHAPTER FOURTEEN Measuring overall Language



ability

Discrete-point vs. integrative

tests

Pragmatic tests

Chapter Fourteen: Overall Ability



Dictation

a.Standard formb.Partial dictation

c. Noise dictation




Cloze test

Word deletion methods

1.Systematic deletion

2.Rational deletion




Scoring cloze tests

1.Exact-word method2. Acceptable-word method

3.Clozentropy




C-testNari is a country with a

population of 50 million. The

peo----- have la----- familiesa----- often o----- a ho-----.

They lo----- carpets a-----cars.

Chapter Fourteen: Self-assessment



1.The discrete-point approachis based on the belief thatlanguage is a system of discrete categories such asphonemes, morphemes,words, phrases, andsentences. T




2. A discrete-point item impliesmore than one element fromone component is being

assessed in one skill. F




3. Discrete-point tests aresupposed to provide

diagnostic information forremedial instruction.T




4. Pragmatic tests constitute aspecial class of discrete-pointtests.

5. Discrete-point tests arecriticized because they

provide little information onour ability to function in realsituations.

F

T




6. Integrative tests require thetestees to combine manylanguage elements in thecompletion of a task.

7. Cloze, C-, and dictation tests

are examples of pragmatictests.

T

T




8.A dictation comprises apassage of about 100 wordsread once.

9. Discrete-point items aredifficult to administer and

score but provide reliableresults.

F

F




10. Cloze scoring may be basedon the exact words deleted

from the text or on anyacceptable replacement. T




11.Spelling is NOT counted indictation unless the

misspelled words indicatedthe testees’ inabilities toperceive the sound/meaning

of the language. T




Which of the following providesdirect information on the

separate skills that a testee

might have?a. discrete-point tests

b. pragmatic tests

c. integrative tests

d. functional-communicative tests




Which cloze scoring methodis the easiest to carry out?

a. clozentropyb. standardized

c. exact-wordd. acceptable-word




Which of the following mayhave LESS diagnostic andremedial-guidance value?

a. integrative items

b. discrete-point items

c. objective itemsd. subjective items




Which of the following may givethe best proof of a person's ability

to actually use the language?

a. Discrete-point testsb. Functional-communicative tests

c. Integrative and - pragmatic tests

d. Cloze tests




What is the most commonratio for deleting words in astandard cloze test?

a. Every second

b. Every fourth

c. Every seventhc. Every twelfth




What is a "functional" choice?

a. A distractor that functions well

b. A response elicited from non-

native speakersc. A linguistically and socially

acceptable choice

d. A term for any function infunctional testing



THE END

GOOD LUCK

azmoon aazi(jafari gohar)

Documents