Introduction to testing

1. The .......... tests are generally prepared by a group of testing specialists.
   Answer: d. standardized
   Analysis: Standardized tests are developed by experts to ensure consistency and reliability across various testing situations. They are designed for widespread use and often conform to established principles in education and assessment.

2. Abundant writing in various forms and conjugations of verbs are the characteristics of .......... era in language testing.
   Answer: d. scientific
   Analysis: The scientific era in language testing focuses on systematic methods of assessment, including the analysis of language forms and structures, and employs empirical research to validate testing processes.

3. Language aptitude batteries emphasize auditory capacity, verbal memory, grammatical abilities and ...........
   Answer: b. sound-symbol relations
   Analysis: Sound-symbol relations refer to the ability to connect sounds with their corresponding symbols or letters, which is crucial for language learning and is a significant aspect measured in language aptitude assessments.

4. Within applied linguistics, language testing has arguably the strongest claim to vigor and ...........
   Answer: d. practicality
   Analysis: Language testing is practical as it directly informs educational decisions, placement, and instructional methods, making it a vital component of applied linguistics.

5. Language testing is a complicated subject and much of this complication stems from the problems of description and .......... which are of prime importance in linguistics and psychological investigation.
   Answer: d. measurement
   Analysis: Measurement in language testing involves quantifying language abilities, which can be complex due to the subjective nature of language use and the diverse skills involved in language proficiency.

6. The tests prepared by testing specialists and intended to be used by educational institutions in selection, placement and evaluation of large groups of candidates are called .......... tests.
   Answer: d. standardized
   Analysis: Standardized tests are designed to assess large groups uniformly, allowing for fair evaluation across different contexts, ensuring objectivity and comparability of results.

7. A teacher's final evaluation of students should be based on ...........
   Answer: a. a series of objective and subjective evaluations
   Analysis: A comprehensive evaluation utilizes both objective measures (e.g., tests) and subjective assessments (e.g., projects, presentations) to provide a well-rounded view of a student's abilities and progress.

8. The followers of the .......... approach to language testing conduct a process of needs analysis prior to test construction.
   Answer: b. communicative
   Analysis: The communicative approach emphasizes understanding learners' needs and contexts to design tests that reflect real-life language use and relevance.

9. To answer the question 'why have a test at all?', which one of the following do you find irrelevant?
   Answer: a. Why does this learner fit in our teaching program?
   Analysis: While understanding a learner's fit within a teaching program is important, it does not directly address the primary reasons for testing language proficiency.

10. The integrative approach to language testing does NOT emphasize .......... .
    Answer: d. total communicative effects
    Analysis: While the integrative approach values context and meaning, it does not focus on the total communicative effects, which can be too broad and less applicable in specific testing scenarios.

11. The prescientific stage of language testing is characterized by the use of ..........
    Answer: a. Essay and dictation
    Analysis: During the prescientific stage, testing methods were primarily subjective and relied on written forms such as essays and dictations, which lacked standardized criteria for assessment.

12. Backwash effect can be defined as.......... .
    Answer: a. the influence of testing on teaching
    Analysis: The backwash effect refers to how the nature of testing can influence teaching practices and curriculum design, often shaping what is taught based on what is assessed.

13. The integrative approach to language testing does NOT emphasize.......... .
    Answer: a. the grammar of expectancy
    Analysis: The integrative approach focuses on holistic language use and proficiency rather than strict grammatical rules or expectations, which might be more aligned with traditional testing methods.

14. Both communicative and integrative approaches emphasize ...........
    Answer: b. language use in communication
    Analysis: Both approaches prioritize the application of language in real communicative contexts, highlighting the importance of functional language skills over rote memorization.

15. Oller's Unitary Competence Hypothesis ...........
    Answer: d. is based on the indivisibility of language proficiency
    Analysis: This hypothesis posits that language proficiency is a unified skill rather than a collection of separate abilities, suggesting that language use is interrelated.

16. It is NOT true that in discrete-point test formats, ...........
    Answer: a. there are always three distractors
    Analysis: Discrete-point tests can vary in format and may not consistently include three distractors, as the number can differ depending on the specific test design.

17. Achieving beneficial backwash requires ...........
    Answer: a. sampling widely
    Analysis: Sampling widely helps ensure that the test reflects a broad range of skills and knowledge, thus promoting effective teaching practices aligned with the test's goals.

18. All of the following are among ways of achieving consistent performance from candidates EXCEPT ...........
    Answer: d. offering testees a choice of questions
    Analysis: While providing a choice can enhance motivation, it may also introduce variability in responses, making it harder to ensure consistency in performance across candidates.

19. The communicative and structuralist approaches to language testing share the view that ..........
    Answer: d. language proficiency is divisible
    Analysis: Both approaches recognize that language proficiency can be broken down into distinct skills and components, though they differ in how they emphasize these elements.

20. In the pre-scientific stage of language testing, test types included all of the following EXCEPT ..........
    Answer: a. open-ended cloze
    Analysis: Open-ended cloze tests are more characteristic of later, more scientific approaches to language testing, while the pre-scientific stage relied on more straightforward types like essays and translations.

21. It is NOT true that in discrete-point testing ...........
    Answer: a. the results defy quantification
    Analysis: Discrete-point tests are designed to be quantifiable, allowing for objective scoring and analysis, contrary to the statement.

22. Integrative tests .......... doze.
    Answer: c. measure the ability to use language in real-life situations
    Analysis: Integrative tests are structured to assess how well individuals can apply their language skills in practical, real-world contexts, making them relevant to communicative competence.

23. A communicative test primarily aims at measuring ...........
    Answer: a. language use
    Analysis: Communicative tests focus on evaluating how language is used in context rather than just the knowledge of language rules or structures.

24. "Backwash effect" refers to the effect of ...........
    Answer: d. testing on pedagogy
    Analysis: The backwash effect specifically highlights how the nature and design of assessments can influence teaching methods and learning outcomes.

25. The integrative approach to language testing ..........
    Answer: c. treats language competence as indivisible
    Analysis: This approach views language competencies as interconnected rather than isolated, emphasizing the holistic nature of language use.

26. In the functional approach to language testing, ...........
    Answer: a. responses may be either functional or linguistic
    Analysis: The functional approach assesses both the practical use of language in context and the linguistic aspects, allowing for a comprehensive evaluation of language skills.

27. Structuralist language testing ...........
    Answer: c. is rooted in contrastive linguistics and cognitive psychology
    Analysis: Structuralist testing methods are influenced by the principles of contrastive analysis and cognitive frameworks, focusing on the systematic properties of languages.

28. Within the framework of communicative competence, ..........
    Answer: c. integrative tests have validity and reliability
    Analysis: Integrative tests are designed to be both valid (measuring what they intend to measure) and reliable (producing consistent results across different instances).

29. The process of delineating, obtaining and providing useful information for judging decision alternatives is called ..........
    Answer: b. evaluation
    Analysis: Evaluation involves systematically gathering information to make informed decisions, particularly in educational contexts related to language proficiency.

30. Which of the following is within the domain of pragmatic testing?
    Answer: a. a usage test
    Analysis: Usage tests focus on the application of language in context, which is a core component of pragmatic testing that assesses how language is used socially and functionally.

31. The claim that knowledge of elements of language is equivalent to the knowledge of language is supported by ........... approach.
    Answer: a. discrete-point
    Explanation: The discrete-point approach to language testing focuses on assessing specific elements of language, such as vocabulary or grammar, and assumes that mastery of these components equates to overall language proficiency.

32. According to the .......... approach to language testing, the knowledge of the elements is equivalent to the knowledge of language.
    Answer: b. discrete-point
    Explanation: This approach emphasizes testing individual elements of language in isolation, suggesting that understanding these elements leads to comprehensive language knowledge, which is a fundamental principle of discrete-point testing.

33. What is the advantage of standardized tests over teacher-made tests?
    Answer: c. They provide methods of obtaining samples of behavior under uniform procedures.
    Explanation: Standardized tests are designed to be administered in a consistent manner across different settings, which allows for reliable comparisons of performance among different test-takers, unlike teacher-made tests which may vary considerably.

34. In order to take a(n) .......... test, the examinee does not need to have prior knowledge of the subject being tested.
    Answer: b. aptitude
    Explanation: Aptitude tests are designed to measure potential or inherent ability, rather than prior knowledge; therefore, test-takers can take these tests without needing to have studied the specific subject.

35. Which of the following approaches to language testing is referred to as the pre-scientific stage in the history of language testing?
    Answer: d. The essay translation approach
    Explanation: The essay translation approach was prevalent before systematic and scientific methods were developed in language testing. It relied heavily on translating texts and writing essays, lacking empirical validation.

36. Qualitative modes of assessment have been introduced in ........ testing.
    Answer: c. communicative
    Explanation: The communicative approach to testing focuses on assessing language use in context, incorporating qualitative measures that evaluate how well learners can apply their language skills in real-world situations.

37. Cloze test, dictation, composition and oral interview are examples of ………. Tests.
    Answer: b. integrative
    Explanation: Integrative tests assess multiple skills and the ability to use language in context, as they require the integration of different language components, such as grammar, vocabulary, and discourse.

38. Evaluation is different from testing in that the former is mostly designed for ……….
    Answer: b. making decisions
    Explanation: Evaluation encompasses a broader assessment of performance, often aimed at making informed decisions about instruction, curriculum, and student placement, rather than merely measuring knowledge.

39. The terms subjective and objective refer to the way a test is ..........
    Answer: c. scored
    Explanation: Subjective tests rely on the rater's judgment to score responses, often leading to variability in scoring, while objective tests have clear right or wrong answers, allowing for consistent scoring.

40. Communicative tests are primarily concerned with language ..........
    Answer: a. usage
    Explanation: Communicative tests focus on how language is used in practical, real-life contexts, assessing the ability to communicate effectively rather than just knowledge of language rules.

41. Items that measure the testee's control of vocabulary or structure are designed based on a/an .......... approach.
    Answer: a. discrete-point
    Explanation: Discrete-point tests specifically target individual components of language, such as vocabulary and grammar, assessing a learner's control over these specific elements.

42. In a functional item, the correct response is ..........
    Answer: c. socially appropriate and linguistically accurate
    Explanation: Functional items are designed to evaluate not just the linguistic correctness of a response but also its appropriateness in social context, reflecting real-world communication.

43. In the process of evaluation, we measure ..........
    Answer: b. people's characteristics
    Explanation: Evaluation assesses various characteristics of learners, such as their skills, progress, and needs, to inform instructional decisions and learning outcomes.

44. The tests which are given at the end of an instructional course for assigning course grades are .......... tests.
    Answer: a. summative
    Explanation: Summative tests are conducted at the end of an instructional period to evaluate overall learning and assign grades, contrasting with formative assessments that occur throughout the course.

45. A major concern in the design and development of language tests is ..........
    Answer: b. to minimize unreliability
    Explanation: Ensuring reliability is vital in test design to produce consistent results across different testing instances, thereby enhancing the credibility of the assessment.

46. The determination of congruence between performance and objectives is interpreted as ..........
    Answer: b. evaluation
    Explanation: Evaluation involves assessing whether learners' performances align with the predetermined objectives of a course or program, indicating the effectiveness of instruction.

47. Some students were tested in terms of their tolerance to predict if they could be good kindergarten teachers. Such a test is a(n) .......... test.
    Answer: a. aptitude
    Explanation: Aptitude tests assess a person's potential to succeed in specific roles or fields, such as teaching, by measuring intrinsic abilities and characteristics relevant to those roles.

48. Teachers can evaluate and modify their instructional procedures through .......... tests.
    Answer: d. diagnostic
    Explanation: Diagnostic tests help identify students' strengths and weaknesses, allowing teachers to adjust their instructional strategies to better meet learners' needs.

49. In Iran, due to administrative limitations, the .......... tests function as competition tests.
    Answer: d. selection
    Explanation: Selection tests are used to determine which candidates are best suited for specific educational opportunities or programs, often serving as competitive assessments due to limited resources.

50. Which of the following is NOT a factor in errors in measurement?
    Answer: d. Usage of less than three correlating coefficients in measuring reliability
    Explanation: While the number of correlating coefficients can impact the analysis of reliability, it is not an inherent source of measurement error like illness, unfamiliar test items, or test anxiety.

51. The concepts of assimilation, accommodation, and equilibration are most closely associated with ..........
    Answer: d. Piaget
    Explanation: Jean Piaget, a developmental psychologist, introduced these concepts to explain how individuals adapt to new information and experiences in the learning process.

52. Standardized tests contain different types of derived scores. All of these are derived scores EXCEPT ..........
    Answer: c. criterion measures
    Explanation: Criterion measures typically refer to specific performance indicators, whereas derived scores like stanines and percentiles are standardized metrics used to compare performance across populations.

53. .......... tests are generally prepared by a group of testing specialists.
    Answer: b. standardized
    Explanation: Standardized tests are developed by experts to ensure consistency and validity in assessing large groups, incorporating established testing principles and methodologies.

54. The so-called "subjective" items are those in which ..........
    Answer: a. the test taker needs to produce the language
    Explanation: Subjective items require test-takers to generate language responses, such as essays or open-ended questions, where scoring can be influenced by the rater's interpretation.

55. In the intuitive approach, tests do NOT consist of .......... at elementary levels.
    Answer: c. translation
    Explanation: The intuitive approach focuses on natural language use and communication rather than formal translation exercises, particularly at the elementary level where emphasis is on practical language use.

56. .......... tests are generally prepared by a group of testing specialists.
    Answer: c. Standardized
    Explanation: Standardized tests are crafted by experts to ensure they meet specific criteria for reliability and validity, making them suitable for widespread educational use.

57. The structuralist approach to language testing views language learning as a systematic acquisition of a set of ...........
    Answer: b. rules
    Explanation: The structuralist perspective emphasizes that language learning involves mastering a specific set of grammatical and syntactical rules, which learners apply to use the language correctly.

58. Language skills are tested separately according to the .......... approach.
    Answer: c. structuralist
    Explanation: The structuralist approach typically assesses language skills in isolation, focusing on discrete aspects of language rather than integrated or communicative use.

59. The communicative and the integrative approaches to language testing emphasize the importance of the ...........
    Answer: a. meaning of utterances
    Explanation: Both approaches prioritize understanding the meaning conveyed in communication, valuing how language functions in context rather than just its structural components.

60. Which of the following will be of no help in deciding what language areas and skills to be included in a classroom test?
    Answer: b. The mother tongue of the students.
    Explanation: While understanding students' backgrounds can be useful, it does not directly inform the specific language areas and skills to assess in a classroom test, which should be based on the course content and objectives.

Question 61

Pairing and matching items are useful for testing the students' .......... .

• Answer: b. sensitivity to appropriacy and awareness of language functions.
  Pairing and matching items often assess how well students understand the context and appropriateness of language use.

Question 62

Which of the following is more appropriate for teacher-made tests?

• Answer: d. Short answer items.
  Short answer items allow teachers to assess students' understanding more flexibly and are easier to create than multiple-choice questions.

Question 63

As a testing device, translation is ..........

• Answer: c. a useful pedagogical device with beginners.
  Translation can help beginners grasp basic vocabulary and sentence structure.

Question 64

The extent of the need to discriminate will vary depending on the ..........

• Answer: a. purpose of the test.
  The goals of a test will dictate how finely distinctions need to be made among student performances.

Question 65

During the intuitive stage of testing, tests were constructed on the basis of the ..........

• Answer: a. personal impressions of teachers.
  This stage relied heavily on subjective views rather than systematic approaches.

Question 66

In the communicative stage of teaching, teachers emphasize the evaluation of language ..........

• Answer: b. use.
  The focus shifted towards how language is used in real-life contexts rather than just its form.

Question 67

Translation, essay, dictation, and open-ended answers based on reading comprehension were the most widely used types of tests during the .......... era of testing.

• Answer: c. intuitive.
  These methods reflect a more subjective approach to assessment prevalent in earlier testing practices.

Question 68

During the scientific era of language testing, it was suggested that language mastery could be evaluated .......... .

• Answer: d. bit by bit.
  This approach emphasized breaking down language into smaller components for assessment.

Question 69

In the communicative era, the best tests are considered to be those which .......... .

• Answer: a. combine various subskills of the language.
  Tests that integrate multiple skills provide a more holistic assessment of language proficiency.

Question 70

Linguistic analysis has traditionally been concerned mainly with the .......... aspects of language use.

• Answer: d. factive.
  This refers to concrete elements such as grammar and syntax rather than emotional or attitudinal aspects.

Question 71

The extent of the need to discriminate among students will vary depending on the .......... of the test.

• Answer: a. purpose.
  Different testing purposes require varying levels of discrimination among student performances.

Question 72

The aim of classroom progress tests is to ...........

• Answer: b. reinforce what has been taught.
  Progress tests are designed to ensure that learning objectives have been met effectively.

Question 73

Tests are geared to the teaching that has taken place in case the aim is to ..........

• Answer: c. reinforce learning.
  This ensures that assessments align with instructional goals and content covered.

Question 74

The basic aim of testing is ...........

• Answer: b. decision making.
  Testing primarily serves as a tool for making informed decisions about student learning and instructional effectiveness.

Question 75

Translation has lost much of its appeal as a testing device because it ...........

• Answer: d. does not demand creativity on the part of students.
  Modern educational approaches favor assessments that encourage critical thinking and creativity over rote translation tasks.

Question 76

Which of the following is NOT among the purposes for which we test our students in the classroom?

• Answer: a. Increasing the effectiveness of teaching.
  While important, this is not typically listed as a direct purpose for student testing.

Question 77

After the intuitive stage, testing entered a .......... stage.

• Answer: a. scientific.
  This transition marked an emphasis on empirical research and statistical analysis in testing practices.

Question 78

At the .................... stage of language testing, specialists started to evaluate tests statistically for the first time.

• Answer: a. structuralist.
  This phase introduced systematic evaluation methods into language testing practices.

Question 79

Language aptitude tests were the by-products of the ......... era of language testing.

• Answer: d. scientific.
  This era focused on quantifying language abilities through standardized measures.

Question 80

Well-made tests of language help students .......... .

• Answer: c. build some criteria for correctness.
  Effective assessments provide clear standards that guide student understanding and performance expectations.

Question 81

Teacher made tests and standardized tests .......... reliability quotient.

• Answer: c. cannot have the same.
  Teacher-made tests often lack the rigorous standardization processes that characterize formal assessments.

Question 82

Which one of the following is NOT true regarding discrete-point tests?

• Answer: d. They test different skills and components simultaneously.
  Discrete-point tests focus on assessing one skill or component at a time rather than multiple skills together.

Question 83

The..... . approach to testing is also called the "structuralist" approach.

• Answer: a. discrete-point.
  This approach emphasizes isolated elements within language rather than integrated skills.

Question 84

The... ... approach to testing is commonly referred to as the prescientific stage of language testing.

• Answer: b. essay-translation.

Question 85

According to Heaton , the four approaches to language testing are the... . . . . approaches.

• Answer: c. essay-translation, discrete-point, integrative, and pragmatic.

Question 86

Cloze tests, dictation, composition writing, and oral interview are examples of... . . . . . tests.

• Answer: b. integrative.

Question 87

The "intuitive stage" refers to the... . . . . . approach to language testing.

• Answer: a. essay-translation.

Question 88

In... . . . . . approach to testing, the tests comprised passage translation, open-ended written examinations, and essays.

• Answer: d. essay-translation.

Question 89

In... . . . . . approach to testing, it is argued that only one element should be tested at a time.

• Answer: c. discrete-point.

Question 90

It is assumed that frequent exposure to incorrect language forms would result in the... . . . . of these forms.

• Answer: c. fossilization.

Question 91

One of the... . . . about language is that successful language usage would lead to successful language use.

• Answer: b. misconceptions.

Question 92

A test is an instrument for collecting... . . information on an attribute.

• Answer: c. linguistic.

Question 93

The terms test, measurement, and evaluation are sometimes used interchangeably; however, the term... . . . all of them all.

• Answer: a. test is the narrowest.

Question 94

**In the process of evaluation, we measure... . . .. a person’s characteristics: **

• Answer: b people's characteristics.

Question 95

Scholars believe that teacher-made tests are valuable for many reasons; which one of these is NOT among those reasons?

• Answer: a They provide methods for obtaining samples under uniform procedures.

Question 96

Which pair is NOT among approaches to language testing?

• Answer: c Notional-functional and oral-auditory approaches.

Question 97

**Which of the following is NOT true? **

• Answer: d Specifying content can be independent from function.

Question98

**"The skills listening speaking reading writing are separated from one another as much as possible because it’s considered essential to test one thing at a time." This characteristic belongs to: **

• Answer: b structuralist

Questions99

Four skills are tested separately by: **

• Answer: a separately/structuralist

Questions100

Standardized differ from teacher-made because they suit: **

• Answer: c interclass comparisons

Questions101

Delineating obtaining providing useful information for judging decision alternatives called: **

• Answer: b evaluation