forms of language tests Flashcards
chapter 3
What is the purpose of an item’s stem?
To elicit information from the examinee
What are the two parts of an item?
The stem and the response.
Explain why the appearance of a test is important to an examinee.
The appearance of a test can influence the examinee’s perception and expectations of the test.
Provide an example of a test format that may put an examinee in an unexpected situation.
A composition test with true-false questions.
True or False Statement: The form of a test refers to its physical appearance.
True
What should teachers and educators consider as an important factor when preparing a test?
A) The content of the test
B) The form of the test
C) The difficulty level of the test
D) The time limit of the test
The form of the test
Why is it important for language testers to consider the nature of the attribute to be measured?
The form of the test should correspond to the nature of the attribute being assessed for accurate measurement.
What determines the form of a test?
The form of the items comprising the test.
What are the two parts of an item and their respective purposes?
The stem elicits information, and the response provides the information elicited from the examinee.
What are the different types of responses an examinee may provide in an item?
Responses can range from recognizing a single word to producing a comprehensive essay.
How should language testers decide on the form of a test?
By considering the nature of the attribute to be measured and the learning objectives of the examinee.
True or False Statement: A written test is suitable for measuring listening comprehension ability.
False
Question: What are the components of a multiple-choice item?
A) Stem, correct response, distractors
B) Stem, alternatives, correct response, distractors
C) Stem, options, correct response
D) Stem, choices, distractors
B) Stem, alternatives, correct response, distractors
How does the nature of the attribute to be measured influence the form of a test?
The form of the test should align with the nature of the attribute being assessed.
How should teachers consider the structure of a test?
By understanding that the format of a test is determined by the format of its items.
What are the different types of activities that examinees may engage in when responding to a test?
Producing responses or selecting correct responses from given alternatives.
What is the purpose of the response in an item?
to provide the examiner with information elicited from the examinee
How do multiple-choice items assess examinees’ comprehension ability?
By presenting alternatives or choices, one of which is the correct response.
True or False Statement: The stem in an item is always presented as a question.
False
Question: What are the responses in a multiple-choice item called?
A) Choices
B) Distractors
C) Alternatives
D) Options
C) Alternatives
What has caused confusion in the field of test format classification?
Different terminologies used for similar concepts and varying views of scholars.
What are examples of different terminologies causing confusion in test format classification?
Words like supply, fill in the blank, and completion used interchangeably for a single item form.
How have scholars classified tests based on differing views?
Tests have been classified into objective or subjective forms based on varying schools of thought.
What are the advantages and disadvantages of existing classifications in test format?
Each classification has its own strengths and weaknesses.
What is the focus of the section devoted to clarifying test format issues?
Presenting and critically examining different categorizations and proposing a comprehensive classification.
What scoring challenges have been faced in translation tests in language teaching?
Scoring procedures lacking systematic criteria, leading to inconsistencies in scores among different scorers.
Why were translation tests classified as subjective tests?
Due to scoring procedures not following objective criteria.
What led scholars to develop easily scored tests in contrast to subjective tests?
Application of psychometric principles to language tests.
What are examples of objective tests mentioned in the text?
Multiple-choice and true-false types of tests.
What is the common misunderstanding regarding subjective and objective tests?
The misconception that form determines subjectivity or objectivity of a test item.
What is the relevance of form to subjectivity or objectivity of a test item?
Form does not determine whether an item is subjective or objective; it is about how the item is scored.
Why is a different classification required to avoid the shortcomings of objective/subjective dichotomy?
Because from identical formats, one item can be objective while the other can be subjective.
What did scholars attempt to develop as a new approach to classifying items?
Classifying items into essay-type and multiple-choice categories.
What are examples of items classified as essay-type formats?
Items ranging from single word production to producing comprehensive explanations.
Why was further modification needed in classifying item forms as essay-type?
Items requiring different types of activities could not be classified under the same category.
What terms replaced “objective” or “multiple-choice” in the new classification?
Recognition replaced objective/multiple-choice, and suppletion replaced essay-type/subjective.
What is the requirement for recognition form items in the new classification?
Examinees need to recognize the correct response from provided alternatives.
What is the requirement for suppletion or completion form items in the new classification?
Examinees need to supply the missing part(s) of the stem or complete an incomplete stem.
What are examples of items classified as suppletion or completion types?
Items where examinees need to supply missing parts or complete stems.
Why was a new classification suggested despite the improvements made in the previous ones?
To address ambiguities and provide a comprehensive classification that is both theoretical and practical.
Psycholinguistic classification
Classification based on psychological and linguistic principles underlying item formats.
define:Continuum of language processing tasks
Recognition and production as extreme poles, with comprehension in between.
True-False Flashcard:
Statement: Language processing always starts with production activities.
False
What are the two major psychological processes considered in the psycholinguistic classification?
Options: A) Recognition, B) Comprehension, C) Production, D) Analysis
A) Recognition, C) Production
What are the two dimensions of the psycholinguistic classification?
Psychological processes involved and the modality of language used.
Modality of language
Language manifested verbally or non-verbally, including oral, written, and pictorial modes.
Components of an item
Stem and response, which may have different language modalities.
Diversity in item forms
Items can vary based on psychological processes, linguistic modes, and the structure of the item.
Dictation test
Requires both comprehension and production, with oral or written forms adding to the test’s diversity.
True-False Flashcard:
Statement: Items in a test can be easily categorized without considering linguistic and psychological factors.
False
Question: What is the purpose of the psycholinguistic classification in test development?
Options: A) Simplify item categorization, B) Consider various factors, C) Ignore psychological processes, D) Focus on written responses
B) Consider various factors
How does the psycholinguistic classification help in understanding item forms?
By considering psychological processes, linguistic modalities, and item structures.
Term: Test developers’ caution
Importance of considering multiple variables before assigning a specific form to an item.
Comprehension-Production Flashcard:
Term: Free composition test
Requires only production and should be placed in the appropriate cell based on the modality.
True-False Statement: All items in a test require the same psychological processes for answering.
False
How does the psycholinguistic classification help test developers in creating diverse test items?
Options: A) By focusing only on psychological processes, B) By ignoring linguistic modalities, C) By providing a framework for understanding item forms, D) By restricting item variability
C) By providing a framework for understanding item forms
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