Theories of language testing

Answer

  1. The encoding process in communication involves the use of speaking and writing skills. This is because encoding refers to the act of converting ideas into messages that can be understood by others, which typically involves verbal and written forms of communication 

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  1. The tacit assumption is that a quiz is not very rigorous or that it is only a short test. Quizzes are generally perceived as less formal assessments compared to exams, thus implying they may not require extensive preparation or depth of knowledge 

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  1. In communicative tests, the awareness of the normal contextual constraints of the language is put above grammatical correctness in importance. This reflects a focus on how language is used in real-life situations rather than merely adhering to grammatical rules 

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  1. Some scholars suggest that tests of manipulative skills should be avoided and that teachers should focus immediately on communicative events. This perspective emphasizes the importance of practical language use over rote learning or testing isolated skills 

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  1. The encoding process in communication involves the use of speaking and writing skills, as previously explained 

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  1. According to many applied linguists, language proficiency is indivisible. This view suggests that language skills are interconnected and cannot be effectively separated into distinct components for assessment purposes 

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  1. The discrete point testing tries to measure language through different sub-tests. This approach focuses on specific elements of language rather than overall communicative ability 

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  1. One of the advantages of discrete-point tests is that they provide us with results which are readily quantifiable. These tests can easily measure specific language skills, allowing for straightforward scoring and analysis 

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  1. The following are characteristics of discrete-point tests except one: Scoring could possibly be based on the subjective judgment of the assessor. Discrete-point tests typically have objective scoring criteria, making this statement inaccurate 

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  1. The test in which a student's performance is compared to that of the other students is called a norm-referenced test. This type of assessment ranks students against each other rather than against a fixed standard 

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  1. In a(n) formative test, a student who fails can study and take the test again. Formative assessments are designed to monitor student learning and provide ongoing feedback for improvement 

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  1. The two free response testing techniques are short answer items and composition. These formats allow students to express their knowledge in their own words rather than selecting from predetermined options 

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  1. When a test is of highly unusual nature to the subjects taking it, it is desirable to include a few easy items in the test. This helps build confidence and allows students to engage with the assessment more effectively 

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  1. The emphasis on learner-centered education has encouraged language testers to adopt self-assessment as a complement to other means of assessment. Self-assessment fosters learner autonomy and reflection on one's own learning process 

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  1. The possible consequences on the learning and teaching that precede and/or follow a test are called the backwash effects of testing. This term describes how testing influences teaching practices and student learning behaviors 

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  1. Which approach considers language competence divisible? The answer is Discrete-point approach, which breaks down language proficiency into separate components for assessment purposes 

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  1. When a proficiency test is used to select teachers to teach an EFL course, the criterion should be placed upon comprehensibility. This ensures that teachers can effectively communicate with their students 

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  1. Comparing each student's score with those of others is the most common way of grading, as it establishes a relative performance standard among students 

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  1. If we interpret an examinee's performance by comparing it to some specific criterion, this would be criterion referencing. This method assesses whether students meet predefined standards rather than comparing them against one another 

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  1. Norm-referenced and criterion-referenced testing refer to the way language tests are interpreted. These terms describe different frameworks for understanding student performance based on comparative or absolute standards, respectively

Answer

  1. To guarantee content coverage of an achievement test, it is necessary to ……….

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  1. Profile reporting is a characteristic of ...... testing.

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  1. In .......... tests, a testee's performance is compared to that of the other testees.

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  1. According to Oller, the systematic correspondences between linguistic and extralinguistic contexts are referred to as .......... mappings.

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  1. Integrative tests are concerned with .......... .

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  1. Integrative tests are best characterized by the use of .......... .

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  1. Communicative tests reflect the culture of a particular country because of their emphasis on .......... and the use of .......... materials.

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  1. The most important criterion for communicative tests is that they should be based on .......... .
  1. The qualitative mode of assessment was introduced by the .......... approach to language testing.
  1. Educational tests are NOT used for the purposes of ...........
  1. A test which aims to measure fluency in a language should require the students to .......... .
  1. Which of the following tests can have the greatest backwash effects on teaching?
  1. Qualitative judgments are superior to quantitative ones in that they ...........
  1. A native speaker may score less than a non-native speaker on a(n) .......... test.
  1. Test rubrics should be .......... .
  1. It is essential for .......... tests to test one thing at a time.
  1. The effect on test scores of "teaching to the test," is called ..........
  1. It is possible to conceive of a discrete-point test to be more or less ..........
  1. Communicative language testing has recently introduced the dimension of .......... to the whole concept of reliability.
  1. The lack of precision in determining the true score of the testees is often referred to as the .......... .

Answer

  1. Correct answer: c. correctness
    Many testing techniques still emphasize the negative aspects of language learning, encouraging teachers and students to place more emphasis on correctness than on communication. This reflects a traditional view of language assessment that prioritizes grammatical accuracy over effective communication skills, which can hinder the development of practical language use in real-life situations.
  2. Correct answer: b. affect
    The extent to which the test causes undue anxiety is referred to as the test affect. This term encompasses the emotional responses and psychological impact that testing can have on students, highlighting how anxiety can influence performance and overall test outcomes.
  3. Correct answer: a. coaching effect
    The acquisition of prior knowledge of test content is referred to as the coaching effect. This phenomenon occurs when students are prepared specifically for a test, which can lead to improved performance but may not accurately reflect their overall language proficiency.
  4. Correct answer: b. effect on test scores of "teaching to the test"
    The term "coaching effect" refers to the effect on test scores of "teaching to the test." This practice can inflate scores by focusing instruction on specific content that will appear on assessments rather than fostering a deeper understanding of the subject matter.
  5. Correct answer: c. synthetic
    The interactions of the principles of structural linguistics and behavioristic psychology led to the emergence of the synthetic approach to testing. This approach emphasizes breaking down language into its component parts for assessment, aligning with behaviorist theories that focus on observable behaviors in learning.
  6. Correct answer: d. increasing test scores
    Coaching undoubtedly plays a part in increasing test scores. By providing targeted instruction and practice related to specific tests, coaching can enhance students' performance, although it may not necessarily improve their overall language abilities.
  7. Correct answer: b. a pilot administration of the test
    In the case of all large-scale tests, the time to be allowed should be decided based on a pilot administration of the test. This allows for adjustments based on actual performance data, ensuring that the allotted time is appropriate for most test takers.
  8. Correct answer: c. communicative competence
    It is claimed that in order to have successful performance on integrative tests, students should draw upon their communicative competence. This encompasses not just linguistic knowledge but also the ability to use language effectively in social contexts.
  9. Correct answer: b. divisibility hypothesis
    The attempt to measure different skills in communicative tests is based on a view of language referred to as the divisibility hypothesis. This hypothesis posits that language skills can be separated and measured independently, allowing for a more nuanced assessment of proficiency.
  10. Correct answer: c. discrete-point
    Testing knowledge of the details of a language is called discrete-point testing. This type of assessment focuses on specific elements of language, such as grammar or vocabulary, rather than assessing overall communicative ability.
  11. Correct answer: c. rate students against certain standards
    Criterion-referenced tests are used to rate students against certain standards. Unlike norm-referenced tests that compare students against each other, criterion-referenced assessments evaluate whether students meet predefined criteria or learning objectives.
  12. Correct answer: d. discrete-point
    The components of a language are often separated into phonological, lexical, and syntactic categories in discrete-point tests. These assessments focus on individual aspects of language rather than integrated skills.
  13. Correct answer: d. needs analysis
    The most important criterion for communicative tests is that they should be based on needs analysis. This approach ensures that assessments are relevant to learners' actual communication needs and contexts.
  14. Correct answer: a. integrative
    Difference profiles of a learner's performance in the language are obtained in integrative testing. This type assesses multiple skills simultaneously, reflecting how learners use language in real-life situations.
  15. Correct answer: d. emphasize formal linguistic accuracy over meaning
    Communicative tests do NOT emphasize formal linguistic accuracy over meaning. Instead, they prioritize effective communication and understanding over strict adherence to grammatical rules.
  16. Correct answer: c. testing on teaching
    "Backwash effects" refer to the effects of testing on teaching. These effects can influence instructional practices and curriculum design based on how tests shape what is taught and how it is assessed.
  17. Correct answer: b. norm-referenced
    In a norm-referenced test, the main aim is to evaluate each student's performance in relation to the performance of other students. This type compares scores within a group rather than against fixed criteria.
  18. Correct answer: c. proficiency
    The number of correct answers on a test script is called proficiency, reflecting the level of skill or knowledge demonstrated by the test taker through their responses.
  19. Correct answer: a. cut-off point
    The term cut-off point refers to the result of a test in which testees either "pass" or "fail," with less emphasis placed on degrees of failure or success beyond this threshold.
  20. Correct answer: a. communicative
    The form and structure of utterances are less important than their meaning in a communicative test, which prioritizes understanding and effective communication over grammatical precision.

Answer

  1. a. Communicative
    Communicative tests focus on the functional use of language in real-life contexts rather than just the correct usage of grammatical structures. They assess the ability to convey and interpret meaning effectively, aligning with the "use" of language.
  2. a. communicative
    A communicative test often reflects cultural aspects because it evaluates how language is used in social contexts, which are inherently tied to cultural norms and practices.
  3. b. Qualitative/quantitative
    In communicative tests, qualitative modes (which assess the quality of responses) are preferred over quantitative modes (which focus on numerical data), as they provide deeper insights into a test taker's communicative competence.
  4. d. All of the above
    Integrative skills testing encompasses vocabulary, grammar, and social appropriateness, as it evaluates a learner's overall ability to use language effectively in context.
  5. c. cloze passages
    Cloze passages can serve both integrative and discrete-point purposes by requiring test-takers to fill in blanks in a text, which assesses their understanding of context and specific language elements.
  6. c. the stem does not specify the point to be tested
    Starting a test item with a blank can lead to ambiguity about what is being assessed, making it difficult for test-takers to demonstrate their knowledge accurately.
  7. a. traditional
    The traditional approach to language testing posits that knowing the elements of a language (like grammar and vocabulary) equates to knowing how to use that language effectively.
  8. b. they merely require the testees to exhibit simultaneous control over aspects of the language
    This statement is not considered a shortcoming because pragmatic tests aim to evaluate how well test-takers can manage multiple language components simultaneously in real-world contexts.
  9. a. the main purpose is to rank the scores of examinees
    Norm-referenced testing is designed primarily to compare and rank individuals based on their performance relative to others, rather than measuring absolute achievement.
  10. b. socially appropriate and linguistically accurate
    In functional testing, social responses should ideally be both socially appropriate and linguistically accurate, reflecting effective communication skills.
  11. a. interview
    Function tests often take the form of interviews, as they require test-takers to demonstrate their ability to use language functionally in interactive scenarios.
  12. c. discrete-point
    In discrete-point tests, items are independent of one another, focusing on specific aspects of language without requiring integration across multiple skills or knowledge areas.