test construction: the elements

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    Test Construction:

    The Elementsng Hip Giang

    SED-MOET

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    Grammar questions

    Grammar tests are designed to measure student

    proficiency in matters ranging from inflections

    (bottle-bottles, bake-baked) to syntax. Syntax

    involves the relationship of words in a

    sentence including manners such as word

    order, use of the negative, question forms, and

    connectives.

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    Reasons:

    Much English teaching has been based ongrammar; and unlike various measures ofcommunicative skills, there is general

    agreement on what to test. Grammar items,such as auxiliary verbs, are easy to identify,and errors in grammar can be quickly spottedand counted. As with vocabulary exams, either

    passive or active skills can be checked. Also,grammar can be tailored to beginners oradvanced learners

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    Multiple-choice completion

    While multiple-choice completion is an

    efficient way to test grammar, teachers need to

    be cautioned about the temptation to use this

    bid of item for all of their testing needs

    Though multiple-choice tests can be used

    successfully in testing grammar, they don't

    seem to work as well in testing conversationalability.

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    Steps to constructing an item

    (1) Choose the grammar points that you need to

    test;

    (2) prepare the right kind of sentence context (or

    stem) for the grammar structure;

    (3) select three logical distractors; and

    (4) prepare clear, simple instruction.

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    Grammar Choice

    What structures you have taught since the last

    test?

    What to include and exclude?

    How to give different "weight" to various

    grammar points?

    E.g.: Let's say you spent three times longer on

    modal auxiliaries than on two-word verbs. You

    could prepare two or three times as many questions

    on the modals.

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    Context Preparation

    A good context is very important!

    Assuming that you have decided what pointsto test, what multiple-choice type to use, and

    how many questions to prepare, you are nowready to start writing the items. First, choose astructure and then use it correctly in asentence.

    If one sentence does not seem to work, usetwo!

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    Distractor Preparation

    Avoid using too obvious items!

    E.g.: _______ the ones who know the answers.

    A. They are B. There C. They're D. Their Avoid items that test divided usage, or items

    that only test different levels of formality.

    E.g.: You can get it from the lady _______ hesold it to.

    A. which B. who C. whom D. why

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    Avoid confusing or tiring your students by having them

    reread unnecessary material.

    E.g.: If I had a new fur coat, __________.

    A. I showed it to everyone. B. I'd show it to everyone.

    C. I've shown it to everyone. D. I'll show it to everyone.

    -> (revised) If I had a new fur coat, ______ it to everyone.

    A. I showed B. I'd show C. I've shown D. I'll show

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    Also, it is best not to mix categories like the

    following:

    E.g.: They just bought __________ furniture.

    A. a few B. several C. some D. with

    (revised) They just bought ___________.

    A. a few furnitures. B. several furnitures.C. some furniture. D. a furniture.

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    Alternate Form of Multiple-Choice

    Completion

    Error identification:

    E.g.: Rain is slight acidic even in unpolluted

    A* B

    air, because carbon dioxide in the atmosphere

    and other natural acid-forming gases dissolve

    C D

    in the water.

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    Advantages of Multiple-Choice Completion

    1. It is impossible for students to avoid the grammar point being evaluated.

    2 Scoring is easy and reliable.

    3. This is a sensitive measure of achievement (and like other multiple-choicelanguage tests, it allows teachers to diagnose specific problems of

    students). Limitations of Multiple-Choice Completion

    1. Preparing good items is not easy.

    2 It is easy for students to cheat. (It is possible to create a second form of thetest by rearranging the items, but this is time consuming for the teacher.)

    3. It doesn't appear to measure students' ability to reproduce language

    structures (although in actual fact this kind of test is a good measure of thegrammar subskill).

    4. This can have a negative influence on class work if used exclusively.(Students may see no need to practice writing if tests are objective.)

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    Sentence Completion

    Simple-completion items used for testing

    grammar consist of a sentence from which a

    grammatical element has been removed.

    E.g.: "He went to chool." or "I would have

    gone ifhe had invited me.

    Alternatively, we can have: (1) the option

    form, (2) the inflection form, and (3) the free-response form.

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    These three forms vary not only in difficultybut also in objectivity and in the degree ofactive or passive response that is required. As

    a result, you can tailor the test to the studentsthat you have.

    The steps: (1) Select the grammar points thatneed to be tested; (2) Select the appropriatetype of question, (3) Provide an appropriatecontext; and (4) write good instructions.

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    The Option Form

    The easiest simple-completion items are like multiple-choicequestions with only two options.

    E.g.: Direction: Complete the following sentences with "do" or "make."

    1. He ___________ a lot of money last year.

    2. I always _________ my best.

    This option form can easily be adapted from exercises in yourtextbook. Sometimes a new pair of options is given for eachsentence.

    E.g.: The women ___________ for the tragedy. (was crying, cry)

    The magician performed some _______ tricks. (astonishing,astonished)

    Three, four or more choices can be listed to test studentsknowledge.

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    The Inflection Form

    Testing the mastery of inflections provides for a productiveresponse. These vary from simple comparatives to verb tensequestions:

    E.g.:

    1) He's the __________ (tall) person in the class.

    2) They ___________ (be) in Colorado last week. Be careful about context as it may affect students responses. This

    problem can be solved by giving part of the verb or adding morecontext.

    E.g.: He is ____ing (sing). (or) He ______ singing now. (Add one

    word.)or "What's Tom doing now?" "Oh, he _______ (sing)."

    Another technique is to use a separate blank for each word in theverb phrase.

    E.g.: He _____ _____ (sing) now.

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    The Free-Response Form Sometimes a few simple terms can be used, if everybody in the class knows

    what they mean. Here are some sentences from an English test:Example: Add a question tag to these sentences:

    1) Hamlet was indecisive, __________?

    2) Polonius knew a lot of aphorisms, _________?

    It is good to use an example to make sure that no one is confused.

    Example: Directions: Write in the missing part of the two-word verb."What time did he get __________ this morning?"

    Directions: Write in a two-word verb that has the same meaning as the wordprovided in the brackets.

    "Jack __________ (arose) later than usual.'"

    You would get better sooner if _____________ (Here the conditional isbeing tested.)

    These take longer to correct than other completion types, and they also takemore language skill to evaluate properly. Consider a few acceptable waysthat students could complete example:

    "if you dressed warmer," "if you'd see a doctor," "if Mother were here," "ifwe had some medicine for you."

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    Advantages of Sentence Completion

    1. These are generally easier to prepare than are multiple-choiceitems.

    2. These give the appearance of measuring productive skills

    because some items permit flexibility and original expression.3. There is no exposure to incorrect grammatical forms.

    4. These provide a sensitive measure of achievement.

    L imi tations of Sentence Completion

    1. These are usually more time consuming to correct than are

    multiple-choice questions. Not only can poor penmanship be aproblem but also "irrelevant" errors beyond those being tested.

    2. Occasionally students can unexpectedly avoid the structurebeing tested.

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    Cloze

    Cloze tests are prose passages, usually a

    paragraph or more in length, from which

    words have been deleted. The student relies on

    the context in order to supply the missingwords.

    Very popular for test constructors

    Easy to prepare and rather easy to score

    A good measure of overall proficiency

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    Preparing a Cloze Test

    The steps in preparing a cloze test are simple:

    (1) Select an appropriate passage (e.g., from

    the reading material in your English class);

    (2) decide on the words and number of wordsto take out;

    (3) write the instructions and prepare an

    example.

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    Advantages of Cloze

    1. It is easy to prepare and quite easy to score.

    2. It is a good measure of integrative English skills.

    3. Standard cloze is a good measure of overall ability in

    English.

    L imitations of Cloze

    1. It is not a sensitive measure of short-term gains.2. It is difficult for teachers who are non-native English

    speakers to choose acceptable equivalent words.

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    THANK YOU

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