ch 4-5

Question 1

It should produce truthful measures of the abilities in which we are
paying attention.

1) reliability
b) validity
c) washback
d) practicality

Answer 1

b

Question 2

. It has a useful effect on teaching
1) reliability
b) validity
c) washback
d) practicality

Answer 2

c

Question 3

It should be cost-effective in terms of time and money.

1) reliability
b) validity
c) washback
d) practicality

Answer 3

d

Question 4

. It should be carried out in a proper way and fairness should be
maintained.

1) reliability
b) validity
c) washback
d) practicality

Answer 4

1

Question 5

……………………..are constructed on the assumption that
language can be divided into its components parts, and those parts
can be tested successfully.

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 5

d

Question 6

…………………..aim to achieve a
high reliability factor by testing a large number of discrete items,

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 6

d

Question 7

…………….involves the testing of language in context and is
thus concerned primarily with meaning

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 7

c

Question 8

………………..attempt to assess a learner’s capacity to use many bits all at the same
time.

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 8

c

Question 9

discrete point and integrative testing provided
a measure of the candidate’s competence and performance

t or f

Answer 9

f - performance

Question 10

……………..lays more emphasis on the
notion and function, like agreeing, persuading, or inviting,

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 10

b

Question 11

……………….is used to measure language learners’ ability to use the
target language in authentic situations.

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 11

b

Question 12

The example of communicative language test
is role-play.

t or f

Answer 12

t

Question 13

in decretive testing their is a call for contextualization.

t or f

Answer 13

f- communicative

Question 14

addresses a audience for a purposeful communicative intent (goal) to be
envisioned (might happen).

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 14

b

Question 15

….when
a student is placed in some context and asked to show what they know
or can do in that context.

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 15

a

Question 16

……………………. believes that
the students will learn best when they are given a chance to perform
and show what they know according to their own plan, collect data,
infer pattern, draw conclusion, take a stand or deliver presentation.

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 16

a

Question 17

one of the strength of the integrative testing is it can cover a wide range of materila.

t or f

Answer 17

f - discrete

Question 18

the test test allows quantification on the students’ responses.

a) performance testing
b) communicative testing
c) integrative testing
d) discrete testing

Answer 18

d

Question 19

the test is reliable caause it’s objective is one of the strength of the discrete testing

t or f

Answer 19

t

Question 20

. Integrative Testing Approach id potentially energy and
time consuming.

t or f

Answer 20

f- discrete

Question 21

integrative testing is efficient and reliable

t or f

Answer 21

f

Question 22

Communicative Testing Approach increases students motivation.

t or f

Answer 22

t

Question 23

in communicative testing the students who accomplish the task will be successful in real life tasks.

t or f

Answer 23

f - we can’t guarantee

Question 24

strength of performance testing is ……….

a) authentic
b) time-efficient
c) cheap
d) easy to include class objectives

Answer 24

a

Question 25

weaknesses of performance testing
a) time consuming
b) not motivational
c) isn’t meaningful

Answer 25

a

Question 26

the performance test is meaningful meaning since the material has to do with real life

t or f

Answer 26

f- authentic

Question 27

….test global competence in a
language.

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test

Answer 27

d

Question 28

It tests overall ability regardless of any training they previously
had in the language…………….

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test

Answer 28

d

Question 29

……………….have traditionally consisted of
standardized multiple-choices item on grammar, vocabulary, reading
comprehension, and listening comprehension.

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test

Answer 29

d

Question 30

These tests
offer a checklist of features for the teacher to use in discovering
difficulties.

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test

Answer 30

b

Question 31

…………… to place a student into a particular
level or section of a language curriculum or school.

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test
e) placement test

Answer 31

e

Question 32

……………..come in many varieties: assessing
comprehension and production, responding through written and oral
performance, multiple choice, and gap filling formats.

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test
e) placement test

Answer 32

e

Question 33

(ESLPT) at San Francisco State University is an example of ….

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test
e) placement test

Answer 33

e

Question 34

…………..is to determine whether course
objectives have been met with skills acquired by the end of a period of
instruction.

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test
e) placement test

Answer 34

c

Question 35

……………….s should be limited to particular material
addressed in a curriculum within a particular time frame

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test
e) placement test

Answer 35

c

Question 36

…………… is to predict a person’s success
to exposure to the foreign language.

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test
e) placement test

Answer 36

a

Question 37

(MLAT) and (PLAB) are examples of

a) language aptitude
b) diagnostic test
c) achievement test
d) proficiency test
e) placement test

Answer 37

a

Question 38

…………………in which learners ability or performance are
measured using specific set of answer, means there are only two
possible answer, right and wrong.

a) subjective
b) objective

Answer 38

b

Question 39

True or False Many items can be
administered in a
relatively short time.

t or f

Answer 39

t

Question 40

Multiple
Choice
Can be used to assess a
broad range of content
in a brief period.

t or f

Answer 40

t

Question 41

multiple choices are Difficult and time
consuming to write good
items.

t or f

Answer 41

t

Question 42

……………….s a test that focuses on to measure
the student’s knowledge about language component, like grammar or
vocabulary, which the elicitation uses one of the basic skills, speaking,
listening, reading, or writing.

a) Direct Performance Test
b) Indirect Competence Test
c) Direct Competence Tests
d) Indirect Performance Test

Answer 42

c

Question 43

The teacher asks the students to
write a letter to elicit students’ knowledge in grammar.

a) Direct Performance Test
b) Indirect Competence Test
c) Direct Competence Tests
d) Indirect Performance Test

Answer 43

c

Question 44

a test that focuses on to measure the
students’ skill in reading, writing, speaking, and listening that the
elicitation is through direct communication.

a) Direct Performance Test
b) Indirect Competence Test
c) Direct Competence Tests
d) Indirect Performance Test

Answer 44

a

Question 45

a test that focuses on to measure
the student’s knowledge about language component, like grammar or
vocabulary, which the elicitation does not use one of the basic skills,
speaking, listening, reading, or writing

a) Direct Performance Test
b) Indirect Competence Test
c) Direct Competence Tests
d) Indirect Performance Test

Answer 45

b

Question 46

is a test that focuses on measure the
students’ skill in reading, writing, speaking, and listening that the
elicitation does not use the basic skill.

a) Direct Performance Test
b) Indirect Competence Test
c) Direct Competence Tests
d) Indirect Performance Test

Answer 46

d

Question 47

…………………..tests are designed to highlight achievement
differences between and among students to produce a dependable
rank order

a) criterion
b) norm-referenced

Answer 47

b

Question 48

. This type of
information can useful for deciding whether or not students need
remedial assistance or is a candidate for a gifted program.
a) criterion
b) norm-referenced

Answer 48

b

Question 49

report how well students are doing relative to
a pre-determined performance level on a specified set of educational
goals or outcomes included in the school, district,

a) criterion
b) norm-referenced

Answer 49

a

Question 50

Knowledge objective is considered to be the lowest
level of learning.

t or f

Answer 50

t

Question 51

The teacher has to determine the number of items that will
yield maximum validity and reliability of the particular test

t or f

Answer 51

t

Question 52

While constructing true-false items, attempts should be
made to include trivial, broad, general and negative statements.

t or f

Answer 52

f - avoid

Question 53

A direct question is generally more
desirable than an incomplete statement.

t or f

Answer 53

t

Question 54

in multiple choices, We
must use each alternative as the correct answer about the same
number of times.

t or f

Answer 54

t

Question 55

Questions should be written in different formats, e.g., multiple-choice, completion, true-false, short answer etc. to maintain interest
and motivation of the students. is known as …………………. view

Answer 55

holistic

Question 56

……………..is about how difficult an item is and how well it
can discriminate between the good and the poor students.

a) item analysis
b) item evaluation

Answer 56

a

Question 57

when item difficulity is zero it means everyone was able to solve it

t or f

Answer 57

f- no one was able to

Question 58

exams are considered moderately difficult if 50% to 75% answered correctly

t or f

Answer 58

f - optimal

Question 59

items are considered difficult if only 30% answered.

t or f

Answer 59

t

Question 60

…………………is determined from the proportion (p) of
students who answered each item correctly.

a) item discriminations
b) item difficulty

Answer 60

b

Question 61

………………. refers to the
percentage difference in correct responses between the poor and
the high scoring students.

a) item discriminations
b) item difficulty

Answer 61

a

Question 62

Most difficult items
having negative discrimination are considered good items.

t or f

Answer 62

f- should be removed from the quiz.

Question 63

a discrimination of less than 20% indicates a low
discrimination and the item needs to be revised.

t or f

Answer 63

t

Question 64

An item
with a discrimination of 60% or greater is considered a very good item.

t or f

Answer 64

t

Question 65

Items with 25% and above
discrimination are considered good.

t or f

Answer 65

t

Question 66

the extent to which a test
gives us the information we want.

a) validity
b) reliability
c) practicality

Answer 66

a

Question 67

There are three different targets (which are basically the main skills
one needs to learn) in a language.

Answer 67

a) language subsystems
b) communicative skills
c) cultural competencee

Question 68

………………..This activity resembles gap filling, but requires
critical thinking skills, as students imply information they haven‟t got
during the learning process.

Answer 68

prediction

Question 69

interview is short or long answer ?

Answer 69

short