Sidi Mohamed Ben Abdallah University Faculty of Arts and Human Sciences Dhar Mehraz, Fez Applied Language Studies and Research in Higher Education Master Program Test Item Formats Examples and Issues Academic Year: 2014/2015 Presented by: Mohamed Benhima Mohamed Lazrak Supervised by: Dr. Mohamed Ouakrime
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Test item formats: definition, types, pros and cons
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Sidi Mohamed Ben Abdallah UniversityFaculty of Arts and
Human SciencesDhar Mehraz, Fez
Applied Language Studies and
Research in Higher Education Master
Program
Test Item FormatsExamples and Issues
Academic Year: 2014/2015
Presented by:Mohamed BenhimaMohamed Lazrak
Supervised by:Dr. Mohamed
Ouakrime
Outline
Introduction ……………………………………………………..• Prinsiples of a good assessment……………………………………• Dual Choice ……………………………………………………………….• Multiple Choice…………………………………………………………..• Matching Item…………………………………………………………….• Cloze Tests………………………………………………………………….• Essay …………………………………………………………….………….• Interpretative Exercise………………………………………………..
Conclusion …………………………………………………………………..
Introduction
Chapelle and Brinlley (2002),
“act of collecting information and making judgments about the learner’s knowledge of a language and ability to use it” (Ibid: p267).
Richards and Shmidt (1992)
“an individual question in a test which requires the student to produce an answer.” (Ibid: p566)
Principles of a good assessment:
1. Validity: It should measure what it is supposed to measure2. Reliability: in order to be reliable, a test must be
consistent in its measurements,i.e. if the test is given to the same learners on different occasions,the same scores are obtained.
3. Discrimination: a test has to have power to discriminate between testees.
4. Washback: means the effect of test has on language teaching in the classroom so as to improve teaching and learning.
Dual- Choice tests
• True or False Item:
A type of test item or test task that requires test takers to decide whether a given statement is either true or false, which is a dichotomous choice, as the answer or response. (Richards and Shmidt , p.566)
Dual Choice (Bac. 2010)
Multiple- Choice tests
• It is the most popular and useful of all objective item-types.it can be used to measure rote memory as well as complex skills,it is simple to score and administer.
• The Stem: The primary purpose of the stem is to present the problem clearly and concisely. It is the first part of a multiple choice items.
• The stem may take the following statements:
1. An incomplete statement: example: (Extracted from Bac., 2011)
The Moroccan constitution gives parliament……to pass laws A- the power B- has the power C-the power is D- of the power
2- A complete statement: example:People think of salt mostly as a seasoning for food:
3. A passage: example (CRMEF entrance exam,2013)Choose the correct answerThe author of this text is primarily concerned with:
A- Food shortage in developing countruesB- causes of natural disastersC- the advert effects of climate changeD- hot and dry climate
•The Key
Usually one correct option or best option is recommended, more correct options confuse the students
Keep answer options short and simple
•The DistractorsTheir role is to divert or distract the majority of
learners from the correct optionBe reasonably attractive and plausible to any
testeeBe grammatically correct Don’t begin with: none of the above/all of
theseBe sure that the distractors are clearly
incorrect.Avoid absurd distractorsUse simple direct sentences, careful layout,the
appropriate use of emboldening.
Pros of Multiple Choice TestsFlexible and versatileA large number of items can be answered
during a brief period of time there are no scoring errorsIt may be scored rapidly,accurately and
objectivelyScoring is completely objective
Cons of Multiple Choice Item
Tests only factual knowledgePenalises the creative studentsIs difficult to write a good multiple choice
itemsRequires more time to answerCan’t be used to measure testees’ ability to
organize material
• A type of test item or test task that requires test takers to indicate which entries (e.g. words or phrases) on one list are the correct matches for entries on another list.
• Selected response item is a type of test item or test task that requires test takers to choose answers from a ready made list rather than providing an answer; examples of sri include multiple choice, true or false items, matching items.
Matching Item
Matching Item (Bac. 2012)
Matching Item (Bac. 2005)
• It is a test consisting of a portion of text within certain words removed,where the participants are asked to replace the missing words.
• Cloze tests require the ability to understand context and vocabulary in order to identify the correct words that belong in the deleted passages of a text.
Cloze Tests
• Words may be deleted from the text in question either mechanically ( every nth word) or selectivey( depending on what aspect it is intended to test for)
• In this form, the testees should read the text and understand the context. Then based on the context, they should select and write the appropriate words in each blank.
Examples of Cloze tests.1. Subjective: students are to fill cloze with words that would
make a given sentence grammatically correct.2. Objective: Students are given a list of words to use in a
cloze.3. Neutral: Ss are given the first letter and asked to complete
the word. Examples of Cloze Items:
•« Today, I went to the….. And bought some milk and eggs. I knew it was going to rain, but I forgot my …… and ended up getting wet on the way…. »
Fill in The Gaps
Pros of Cloze Test Item• It covers broad range of topic in a short span
of time• It is easier to prepare and less time consuming• It can assess effectively the lower level of
Bloom’s taxonomy• It covers greater amount of contents than
matching type tests
Cons of Cloze Test Item• It is only appropriate for questions that can be
answered with short responses
• It can assess only knowledge,comprehension and application levels in Bloom’s taxonomy of cognitive domain
‘A subjective test in which a person is required to write an extended piece of test on a set topic.’ (Richards and Shmidt ,1992, p. 186)
ESSAY
Bac. 2010
Bac. 2009
Criteria (the Moroccan Guidelines for Scoring Baccaleuriate Exams, 2009)
• According to Airisian(1994) and Mitchell(1992), interpretative exercise provides students with some information or data followed by a series of questions on that information. In responding to the questions in an interpretative exercise, the students have to analyze , interpret, or apply the material provided, like a map, excerpt of a story, passage of a poem, data matrix, table or cartoon. It is a form of multiple choice type of test that can assess higher cognitive behaviors
Interpretative tests
A B C D
Pictorial material can measure the ability to interpret graphs, cartoons, maps and other pictorial materials
Circle the letter that indicate the clock of choice: what clock shows when school starts?
A B C D What clock shows the time closest to lunch time?
A B C D What clock shows half past the hour? A B C D
ProsTests students’ ability to apply and
transfer prior knowledge to new material.
The interpretative exrcises present new map, a short reading, or their introductory material that the students must analyse.
Useful in assessing analysis, synthesis, application.
ConsDifficulty of construction/ hard to
design
students with good reading skills are at an advantage.
Conclusion
All in all, testing is the most practical way in which one goes about assessing students’ ability. Tests, in fact, consist for the most part of dual choice, multiple choice, matching items, cloze items, essay items and interpretative items among others.
Conclusion• Chapelle, C.A. & Bindley, G. (2000). Assessment, An
Introduction to Applied Linguistics, Oxford University Press• Ebel, R.L. & Frisbie, D.A. (1991). Essentials of Educational
Measurement (5th ed). Englewood Cliffs, NJ: Prentice Hall.• Richards J.C. & Schmidt R. (1992). Longman Dictionary of
Language Teaching and Applied Linguistics. London: Longman Group UK Limited