Functions of language tests

  1. An achievement test is used to evaluate the students' progress and the effectiveness of ...........
  2. Tests which are used to determine individuals' ability in language learning in the future are called .......... tests.
  3. Speed tests are usually contrasted with .......... tests.
  4. Anyone who has ever used a placement test knows that the results are not always satisfactory but the gain in time and convenience usually makes it preferable to the .......... procedure of letting students shop around the classes.
  5. Tests aimed at predicting the students' later performance on a specific type of skill are termed .......... tests.
  6. In a(n) .......... test, the test taker does not have prior knowledge of the subject being tested.
  7. Tests which are similar to achievement tests but which yield more data concerning the individual are labeled .......... tests.
  8. A test which takes some future task as its object is called a(n) .......... test.
  9. The word-count books are needed most when choosing the words to be tested in a(n) .......... test.
  10. A(n) .......... test indicates how much an individual knows and what he is capable of doing now.
  11. The tests which indicate an individual's facility for acquiring special skills in future are called .......... tests.
  12. An individual's specific strengths and weaknesses can be detected through .......... tests.
  13. Tests which are similar to achievement tests but yield more data concerning the individual are labeled .......... tests.
  14. To develop a proficiency test, ..........
  15. The variance of scores on a .......... test is expected to be higher than that on an achievement test.
  16. The most natural thing in the world, and also the hardest to make happen in the framework of a language test is ········· .
  17. The results obtained from objective tests can indirectly reflect the performance of .......... .
  18. There is a contrast between each of the following pairs of tests EXCEPT ...........
  19. With respect to the following choice distribution result: A=0; B=60; C=25; D=15, choices A, B, C (correct choice), and D are .......... respectively.
  20. The purpose of norm-referenced tests is to ...........
  1. In system-referenced testing, ...........
  1. Achievement tests and proficiency tests should be primarily validated as to their .......... and .......... validity, respectively.
  1. Formative evaluation ...........
  1. .......... tests are prepared on the basis of instructional objectives to determine to what degree the students have learned the material presented in class.
  1. Analytical tests are generally ...........
  1. In a norm-referenced test, ...........
  1. If an item in a test consisting of 40 items and taken by 50 students is answered correctly by students in a high group and 2 students in the low group (each group constituting 20% of the total population), the discrimination index would be ..........
  1. Norm-referenced measurement helps us ..........
  1. The ideal .......... is unity in NRT system.
  1. What are the subcategories of prognostic tests?
  1. In norm-referenced testing, ..........
  1. In psycholinguistic classification of items, two major psychological processes can be considered as the two extreme poles of language processing tasks. What are they?
  1. Prognostic tests include ......... tests.
  1. A(n) .... test measures a person’s command and control of language at one specific time.
  1. Carefully constructed ...... type items are a useful means of testing student's ability to produce acceptable and appropriate forms of language.
  1. A physics test written in English is considered as a(n) ..... test.
  1. ....... tests attempt to assess the testee's performance in certain situations.
  1. Completion-type items are preferred to MC items because they ...........
  1. Which of the following has the greatest backwash effect on teaching programs?
  1. Some believe that qualitative judgements are superior to quantitative ones because they are ............. .
  1. If item facility equals 1, item discrimination will be ……….
  1. Generally, the proficiency tests are designed regardless of the ………. of the testees.
  1. A distracter is malfunctioning if it attracts ..........
  1. In .......... testing, students are treated as individuals rather than being compared to other students.
  1. Determining the characteristics of an item altogether is called ..........
  1. If the item discrimination of an item equals 1, what would its item facility be?
  1. The most important task in pretesting is ..........
  1. The purpose of pretesting is to determine the characteristics of the individual items including the following except ..........
  1. Based on the psycholinguistic classification of language tests, a true-false item can be either a .......... or .......... type item.
  1. What is the percentile rank of an individual whose score is two standard deviations above the mean?
  1. Which one is NOT true about proficiency tests?
  1. Which of the following are the primary goals of classroom tests? I. To rank students in the class. II. To practice what has been learned. III. To find out what has been learned to guide further instruction. IV. To determine eligibility for special pull-out programs,
  1. In terms of instructional planning, which of the following does research tell us about the use of tests in the classroom?
  1. Visual-spatial organizational problems impair a child's ability to orient and discriminate objects and symbols. All of these are possible academic difficulties caused by this problem EXCEPT ..........
  1. In kindergarten, students acquire readiness skills needed for reading. Which are necessary prerequisites for reading? I. Listening with interest to stories II. Rhyming words III. Learning a simple sight vocabulary IV. Interpreting pictures.
  1. Why do people consider essay examinations to be more valid than objective tests?
  1. Item .......... refers to the power of distinguishing among the testees on the basis of their language proficiency.
  1. An achievement test is used to evaluate the testees' progress as well as the effectiveness of ..........
  1. The possible ranges of reliability, item discrimination, and item facility are respectively ..........
  1. To determine readiness for instructional programs, a(n) .......... test is given to students.
  1. Progress tests and final examinations are examples of .......... tests.
  1. To determine the individual's specific strengths and weaknesses, a.......... test is used.
  1. In speed tests, the items are comparatively .......... and the time limits are short.
  1. The items on an achievement test should directly reflect the course ..........
  1. .......... tests are in no way related to any syllabus or teaching program.
  1. Which of the following tests is predictive?
  1. If the number of applicants passing a test exceeds the capacity of the educational program in a selection test, the test changes into a .......... test.
  1. A proficiency test does NOT measure a learner's level of ...........
  1. In order to evaluate the effectiveness of instruction, a(n) .......... test is used.
  1. The university entrance exams in Iran are examples of .......... tests.
  1. A test which seeks to find out what candidates can do with language provides a focus for .......... .
  1. In order to measure the students' control of language in light of what they are going to do with it, a(n) .......... test is used.
  1. If a teacher is determined to find out about the weaknesses and strengths of the students at the beginning of the course, he has to use a .......... test.
  1. The items of an achievement test should directly reflect the ...........
  1. Class progress tests are a subdivision of .......... tests.
  1. An achievement test is used to evaluate the students' progress as well as the effectiveness of ..........
  1. The tests which are used to determine the ability of the examinees to use the language in real situations are called .......... tests.
  1. Speed tests are usually contrasted with .......... tests.
  1. One of the educational uses of proficiency test is to ...........
  1. Which of the following is NOT an objective of a general proficiency test?
  1. Unlike achievement tests, proficiency tests are NOT ...........
  1. Performance tests are usually contrasted with .......... tests.
  1. In case of using a .......... test, the test scores should cluster around the top of the scale.
  1. Intelligence, age, motivation, memory, phonological sensitivity and sensitivity to grammatical patterning are the elements which should be taken into consideration in a(n) .......... test.
  1. The purpose of .......... tests is to determine the most appropriate channel of education for examinees.
  1. A test which functions as a knowledge test and allows students to use sufficient time to try each item is termed a .......... test.
  1. The tests which are used to determine the most appropriate channel of education for examinees from among several possible alternatives are referred to as .......... tests.
  1. Which of the following factors is NOT among those on which the modern language aptitude test is based?
  1. Foreign language .......... tests are useful for both predictive and diagnostic purposes.
  1. The reading text used in a test of general proficiency should ...........
  1. In general proficiency tests, the selection of structures is based on ..........
  1. The proposed functional testing follows the principles of the....... approach to teaching.
  1. Functional items are pretested with both native and non-native speakers at the same time in order to .......
  1. Which one of the following is NOT true as regards the scoring of functional items?
  1. One off the advantages of..... . tests is that they incorporate both contextualization and item independency into one testing approach.
  1. useful in.. .... testing.
  1. The major psychological process involved in answering true-false items is ...........
  1. The function of a test has an influence on... . . : of the test.
  1. One problem with alternative response items is that the examinee has a chance of getting a correct response without having any knowledge of the point being tested.
  1. In matching items, usually... . . . . . items in each column is just about right.
    - Answer: b. seven
    Research suggests that having around seven items per column in matching exercises strikes an effective balance between challenge and manageability for students.
  1. Which one of the following statements is true regarding the multiple-choice items?
  1. The most important difference between a reviewer's comments on a test and pretesting is that the former . . . . . . .
  1. Administering a newly developed test to a group of examinees with characteristics similar to those of the target group is known as . . . . . . .
  1. Which one of the following is NO a characteristic of any good item?
  1. The proportion of correct responses for every single item is called item ...........
  1. For any single item, item facility plus item difficulty is equal to . . . . . . .
  1. Which one of the following statements is NOT true?
  1. According to Farhady, et al., items which show a discrimination value beyond . . . . . can be considered acceptable.
  1. Evaluation of attainment tests include . . . . . and are based on a clearly specified course of instruction.
  1. Prognostic tests which include .......... are not directly related to a particular course of instruction.
  1. Tests developed for....... purposes are used to predict the future course of action about the examinees.
  1. The purpose of... tests is to provide information upon which the examinees' acceptance or non-acceptance to a particular program can be determined.
  1. When the number of applicants passing a test exceeds the capacity of the educational programs; the selection test becomes a... test.
  1. An inconvenient consequence of competition procedures is the………. of the criterion for pass or fail.
  1. The purpose of... tests is to determine the most appropriate channel of education for examinees.
  1. To achieve the objectives of instruction following placement procedures, two methods can be applied. These methods concern... of instruction.
  1. In order to predict applicants' success in achieving certain objectives in future, we make use of... tests.
  1. To determine the extent to which examinees have learned the materials they have been taught, we should use...
  1. Tests used for....... purposes are designed to measure the degree of students' learning from a particular set of instructional materials.
  1. Classroom examinations are examples of... tests.
  1. Tests which are used to measure the detailed elements of an instructional topic are called .......... tests.
  1. Which one of the following is NOT measured through proficiency tests?
  1. The tests which are used in situations where the medium of instruction is a language other than the learners' mother tongue are called ........... tests.
  1. According to the principles of educational measurement, tests serve the following two major functions:
  1. Which of the following tests is used to evaluate the effectiveness of instruction?
  1. Language tests serve two major functions of ...........
  1. When the number of applicants passing a test exceeds the capacity of educational program, the selection test changes into a .......... test.
  1. A test designed to predict the students’ future performance in a foreign language which they have not started to learn i.e., it assesses their potential is called a(n) .......... test.
  1. A test designed to evaluate the effectiveness of the instructional goals is called a(n) .......... test.
  1. A(n).......... test is the one which permits the measurement of a person's knowledge and ability in a foreign language without regard to formal study or text used.
  1. Tests used to measure the degree of students' learning from a particular set of instructional materials are labeled .......... tests.
  1. In academic settings .......... can be regarded as selection tests.
  1. The fact that an item with a facility index of one or zero is considered a bad item is true in . . . . . . testing.
  1. When item facility equals (1), item discrimination will be equal to ..........
  1. When item discrimination equals (1), item facility will be . . . . . . .
  1. When all the testees in the lower group answer an item correctly and all of the examinees in the higher group answer it wrongly, item discrimination will be equal to ..........
  1. When item facility equals zero, item discrimination will be .. . ... .
  1. When item discrimination equals zero, item facility may range from ...........
  1. As a rule of thumb, the time needed to answer any multiple-choice item is . ..... seconds.