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Fajab > forms of language tests > Flashcards

forms of language tests Flashcards

chapter 3

1
Q

What is the purpose of an item’s stem?

A

To elicit information from the examinee

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2
Q

What are the two parts of an item?

A

The stem and the response.

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3
Q

Explain why the appearance of a test is important to an examinee.

A

The appearance of a test can influence the examinee’s perception and expectations of the test.

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4
Q

Provide an example of a test format that may put an examinee in an unexpected situation.

A

A composition test with true-false questions.

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5
Q

True or False Statement: The form of a test refers to its physical appearance.

A

True

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6
Q

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

A

The form of the test

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7
Q

Why is it important for language testers to consider the nature of the attribute to be measured?

A

The form of the test should correspond to the nature of the attribute being assessed for accurate measurement.

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8
Q

What determines the form of a test?

A

The form of the items comprising the test.

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9
Q

What are the two parts of an item and their respective purposes?

A

The stem elicits information, and the response provides the information elicited from the examinee.

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10
Q

What are the different types of responses an examinee may provide in an item?

A

Responses can range from recognizing a single word to producing a comprehensive essay.

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11
Q

How should language testers decide on the form of a test?

A

By considering the nature of the attribute to be measured and the learning objectives of the examinee.

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12
Q

True or False Statement: A written test is suitable for measuring listening comprehension ability.

A

False

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13
Q

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

A

B) Stem, alternatives, correct response, distractors

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14
Q

How does the nature of the attribute to be measured influence the form of a test?

A

The form of the test should align with the nature of the attribute being assessed.

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15
Q

How should teachers consider the structure of a test?

A

By understanding that the format of a test is determined by the format of its items.

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16
Q

What are the different types of activities that examinees may engage in when responding to a test?

A

Producing responses or selecting correct responses from given alternatives.

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17
Q

What is the purpose of the response in an item?

A

to provide the examiner with information elicited from the examinee

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18
Q

How do multiple-choice items assess examinees’ comprehension ability?

A

By presenting alternatives or choices, one of which is the correct response.

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19
Q

True or False Statement: The stem in an item is always presented as a question.

A

False

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20
Q

Question: What are the responses in a multiple-choice item called?
A) Choices
B) Distractors
C) Alternatives
D) Options

A

C) Alternatives

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21
Q

What has caused confusion in the field of test format classification?

A

Different terminologies used for similar concepts and varying views of scholars.

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22
Q

What are examples of different terminologies causing confusion in test format classification?

A

Words like supply, fill in the blank, and completion used interchangeably for a single item form.

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23
Q

How have scholars classified tests based on differing views?

A

Tests have been classified into objective or subjective forms based on varying schools of thought.

24
Q

What are the advantages and disadvantages of existing classifications in test format?

A

Each classification has its own strengths and weaknesses.

25
Q

What is the focus of the section devoted to clarifying test format issues?

A

Presenting and critically examining different categorizations and proposing a comprehensive classification.

26
Q

What scoring challenges have been faced in translation tests in language teaching?

A

Scoring procedures lacking systematic criteria, leading to inconsistencies in scores among different scorers.

27
Q

Why were translation tests classified as subjective tests?

A

Due to scoring procedures not following objective criteria.

28
Q

What led scholars to develop easily scored tests in contrast to subjective tests?

A

Application of psychometric principles to language tests.

29
Q

What are examples of objective tests mentioned in the text?

A

Multiple-choice and true-false types of tests.

30
Q

What is the common misunderstanding regarding subjective and objective tests?

A

The misconception that form determines subjectivity or objectivity of a test item.

31
Q

What is the relevance of form to subjectivity or objectivity of a test item?

A

Form does not determine whether an item is subjective or objective; it is about how the item is scored.

32
Q

Why is a different classification required to avoid the shortcomings of objective/subjective dichotomy?

A

Because from identical formats, one item can be objective while the other can be subjective.

33
Q

What did scholars attempt to develop as a new approach to classifying items?

A

Classifying items into essay-type and multiple-choice categories.

34
Q

What are examples of items classified as essay-type formats?

A

Items ranging from single word production to producing comprehensive explanations.

35
Q

Why was further modification needed in classifying item forms as essay-type?

A

Items requiring different types of activities could not be classified under the same category.

36
Q

What terms replaced “objective” or “multiple-choice” in the new classification?

A

Recognition replaced objective/multiple-choice, and suppletion replaced essay-type/subjective.

37
Q

What is the requirement for recognition form items in the new classification?

A

Examinees need to recognize the correct response from provided alternatives.

38
Q

What is the requirement for suppletion or completion form items in the new classification?

A

Examinees need to supply the missing part(s) of the stem or complete an incomplete stem.

39
Q

What are examples of items classified as suppletion or completion types?

A

Items where examinees need to supply missing parts or complete stems.

40
Q

Why was a new classification suggested despite the improvements made in the previous ones?

A

To address ambiguities and provide a comprehensive classification that is both theoretical and practical.

41
Q

Psycholinguistic classification

A

Classification based on psychological and linguistic principles underlying item formats.

42
Q

define:Continuum of language processing tasks

A

Recognition and production as extreme poles, with comprehension in between.

43
Q

True-False Flashcard:
Statement: Language processing always starts with production activities.

A

False

44
Q

What are the two major psychological processes considered in the psycholinguistic classification?
Options: A) Recognition, B) Comprehension, C) Production, D) Analysis

A

A) Recognition, C) Production

45
Q

What are the two dimensions of the psycholinguistic classification?

A

Psychological processes involved and the modality of language used.

46
Q

Modality of language

A

Language manifested verbally or non-verbally, including oral, written, and pictorial modes.

47
Q

Components of an item

A

Stem and response, which may have different language modalities.

48
Q

Diversity in item forms

A

Items can vary based on psychological processes, linguistic modes, and the structure of the item.

49
Q

Dictation test

A

Requires both comprehension and production, with oral or written forms adding to the test’s diversity.

50
Q

True-False Flashcard:
Statement: Items in a test can be easily categorized without considering linguistic and psychological factors.

A

False

51
Q

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

A

B) Consider various factors

52
Q

How does the psycholinguistic classification help in understanding item forms?

A

By considering psychological processes, linguistic modalities, and item structures.

53
Q

Term: Test developers’ caution

A

Importance of considering multiple variables before assigning a specific form to an item.

54
Q

Comprehension-Production Flashcard:
Term: Free composition test

A

Requires only production and should be placed in the appropriate cell based on the modality.

55
Q

True-False Statement: All items in a test require the same psychological processes for answering.

A

False

56
Q

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

A

C) By providing a framework for understanding item forms

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Fajab (6 decks)

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