Forms of language tests

1. The .......... tests can be scored consistently even by untrained people.
   • Answer: d. objective
     Objective tests are designed to have clear correct answers, making them easy to score consistently, even for individuals without specialized training.
2. Study this item: “I've been standing here .......... half an hour. a. for, b. at, c. since, d. until. Which of the following best characterizes this item?
   • Answer: d. Recognition
     This item tests the ability to recognize the correct preposition in context rather than requiring the test-taker to produce an answer from memory.
3. One expects the poorest testee to obtain .......... on a well-designed test with 100 four-choice items.
   • Answer: c. at least 25
     With four choices per item, a test-taker guessing would statistically get 25% correct answers on average, as they would have a one-in-four chance of selecting the right answer.
4. All of the following are among the shortcomings of multiple-choice items EXCEPT ..........
   • Answer: d. the impossibility of applying the guessing correction formula
     While multiple-choice items can be difficult to write and may be affected by guessing, it is possible to apply formulas to adjust scores for guessing.
5. The psychometric era of language testing emphasized all of the following EXCEPT ..........
   • Answer: c. communicative ability
     The psychometric era focused on reliability and scoring objectivity, rather than assessing communicative competence or practical language use.
6. In the psycholinguistic categorization of tests, the cell related to the comprehension and written modality of the input is exemplified by ..........
   • Answer: d. the multiple-choice test of reading
     This type of test assesses comprehension through reading tasks where students select answers based on their understanding of written material.
7. The approach attempting to test one component of the language at a time is called the ......... approach.
   • Answer: b. discrete point
     The discrete-point approach focuses on assessing individual elements of language (such as grammar or vocabulary) separately rather than in integrated contexts.
8. The structuralists claim that a discrete-point item should test one thing at a time. This principle is .......... .
   • Answer: b. frequently violated by professional test makers
     While structuralists advocate for testing single components, in practice, many tests may inadvertently assess multiple skills or concepts simultaneously.
9. One of the major drawbacks of objective tests is that they ....... . .
   • Answer: d. cannot be constructed by inexperienced test makers
     Objective tests require careful construction and understanding of assessment principles, making them challenging for those without experience in test design.
10. It is commonly assumed that an impure MC item is one which ...........
    • Answer: c. tests more than one thing at a time
      An impure multiple-choice item fails to focus on a single concept or skill, leading to confusion about what exactly is being assessed.
11. Sentence completion-type items are considered to be better than MC-type items because they .............
    • Answer: b. measure production to some extent
      Sentence completion requires students to generate responses rather than just recognize correct answers, allowing for a demonstration of their language production skills.
12. Sentence completion type items are sometimes referred to MC type items because they ……….
    • Answer: a. can tap productivity to some extent
      While sentence completion items allow for some level of production, they may still resemble multiple-choice items in structure depending on how they are designed.
13. To decide on the form of a test, certain elements such as the following are involved except the ..........
    • Answer: d. physical appearance
      While factors like attribute nature and function are crucial in designing a test, physical appearance does not influence its form or effectiveness.
14. In psycholinguistic classification of item forms; the form of the item is determined by considering the .......... of language.
    • Answer: d. psychometric principles
      Psychometric principles guide how items should be structured based on their measurement properties and intended assessment outcomes.
15. The most popular type of objective tests is a test of ……….
    • Answer: d. multiple-choice items
      Multiple-choice tests are widely used due to their ease of scoring and ability to cover a broad range of content efficiently.
16. Multiple-choice items are ...........
    • Answer: b. highly structured
      Multiple-choice questions have a specific format that includes clearly defined stems and answer options, making them structured assessments.
17. The terms "subjective" and "objective" refer to the way a test is ...........
    • Answer: c. scored
      Subjective tests rely on personal judgment for scoring (e.g., essays), while objective tests have definitive correct answers that can be scored consistently by anyone.
18. By .........., we can decrease the chance of guessing in multiple-choice testing.
    • Answer: c. providing enough contextual clues
      Contextual clues help guide students toward correct answers based on understanding rather than random guessing.
19. The context of the problem in multiple-choice items is known as the ..........
    • Answer: b. stem
      The stem presents the question or problem that respondents need to address before selecting from given options (choices).
20. An impure M-C item is one which ...........
    • Answer: c. tests more than one feature at a time
      An impure multiple-choice item fails to focus solely on one skill or concept, which can lead to ambiguity about what knowledge or ability is being assessed.

Answer

21. The chief criticism of multiple-choice items is that they ...........

• Answer: d. do not lend themselves to testing language as communication
  Multiple-choice items often focus on discrete knowledge rather than the application of language in communicative contexts, limiting their effectiveness in assessing real-world language use.

22. A good language test should contain both .......... item types.

• Answer: d. recognition and production
  Including both recognition (e.g., multiple-choice) and production (e.g., open-ended responses) item types allows for a more comprehensive assessment of a learner's language abilities.

23. Criterion skills and areas of language such as .......... often lend themselves satisfactorily to objective methods of assessment.

• Answer: a. reading and listening
  Reading and listening skills can be assessed objectively through tests that measure comprehension and understanding, making them suitable for standardized testing formats.

24. One of the shortcomings of objective tests is that they .......... .

• Answer: d. require careful preparation
  Objective tests need well-constructed items to ensure validity and reliability, which can be time-consuming and requires expertise in test design.

25. It is more difficult to achieve reliability with subjective tests because of the ...........

• Answer: b. different degrees of acceptability of responses
  Subjective tests rely on personal judgment for scoring, leading to variability in how different scorers interpret responses, which can affect reliability.

26. The number of items included in a multiple-choice test is NOT dependent upon the ...........

• Answer: d. difficulty involved in their composition
  While item difficulty, nature of the areas being tested, and purposes of the test influence the number of items, the actual difficulty in composing items does not dictate how many items are included.

27. The distracters in multiple choice items should NOT be ...........

• Answer: b. at a higher level of proficiency than the answer
  Distracters should be plausible but not so advanced that they confuse test-takers; they should match the expected proficiency level to effectively assess understanding.

28. The construction of all types of tests is done .......... .

• Answer: c. meticulously
  Test construction requires careful planning and attention to detail to ensure that assessments are valid, reliable, and fair.

29. Objective tests are referred to as .......... tests as well.

• Answer: d. structured
  Objective tests have a structured format with clear correct answers, making them easy to score consistently.

30. One of the backwash effects of .......... tests is that they encourage teaching in artificially constructed situations.

• Answer: c. objective
  Objective tests can lead teachers to focus on test preparation rather than authentic language use, resulting in an emphasis on rote learning rather than practical communication skills.

31. Unlike the common belief, objective tests .......... .

• Answer: b. encourage guessing
  Since objective tests often provide answer choices, students may resort to guessing when unsure, which can affect the accuracy of their scores.

32. Standard objective tests consist of .......... materials.

• Answer: c. pretested
  Standard objective tests are typically based on pretested materials to ensure their validity and reliability before widespread use.

33. One of the advantages of using separate answer sheets for multiple choice tests is .......... .

• Answer: d. facilitating the mechanics of test taking
  Separate answer sheets streamline the scoring process and help organize responses clearly, making it easier for both test-takers and evaluators.

34. The .......... tests can be scored consistently even by untrained people.

• Answer: b. objective
  Objective tests have definitive correct answers that allow for consistent scoring regardless of who is grading them.

35. Research findings indicate that students generally .......... when they reconsider and revise their original answers.

• Answer: c. increase their test scores
  Studies show that students who review and change their answers often improve their scores as they may catch mistakes or rethink their initial responses.

36. Recognition tests are more .......... than production tests.

• Answer: c. practical
  Recognition tests (like multiple-choice) are easier to administer and score compared to production tests (like essays), making them more practical for large groups.

37. In a multiple choice item, each .......... should be reasonably attractive and plausible.

• Answer: a. option
  Each option must seem like a possible answer to avoid giving away the correct answer too easily; this increases the test's effectiveness in assessing knowledge.

38. The primary purpose of the stem is to .......... .

• Answer: b. present the problem clearly and concisely
  The stem introduces the question or scenario that students need to address, providing context for choosing an answer.

39. Objectively, ease of administration and ease of scoring are among the characteristics of .......... tests.

• Answer: c. multiple-choice
  Multiple-choice tests are designed for straightforward administration and scoring processes, making them efficient for large groups.

40. Normally we make a correction for guessing when the test is .......... .

• Answer: c. timed and many of the students fail to answer all the questions
  In timed situations where guessing could significantly impact scores (due to unanswered questions), corrections may be necessary to account for random guessing effects on overall performance.

Answer

41. A "guessing correction" can be made for .......... .

• Answer: c. multiple-choice tests and true-false questions
  Guessing corrections are typically applied to multiple-choice and true-false tests because these formats allow for random guessing, which can skew the results. Adjusting scores helps account for this potential bias.

42. Which one of the following statements is true?

• Answer: c. Discrete-point test cannot portray the subjects' ability to use the language in real-life situations.
  Discrete-point tests focus on isolated language components (like grammar or vocabulary) rather than assessing practical language use in authentic contexts, which is a limitation of this testing approach.

43. Objectivity and subjectivity refer to the ...........

• Answer: d. way a test item is scored
  Objectivity implies that scoring is based on clear criteria with definitive correct answers, while subjectivity involves personal judgment in evaluating responses, leading to variability in scores.

44. The study of mental measurement is called ...........

• Answer: b. psychometrics
  Psychometrics is the field concerned with the theory and technique of psychological measurement, including the measurement of knowledge, abilities, attitudes, and personality traits.

45. .......... test the testee's ability in producing some parts of a language.

• Answer: d. Production type
  Production tests require students to generate language output, assessing their ability to use language actively rather than just recognizing it.

46. Multiple choice items test the students' ability to .......... the correct forms.

• Answer: b. recognize
  Multiple-choice items assess recognition skills as students must identify the correct answer from a set of options rather than producing it independently.

47. Scoring .......... items is very easy.

• Answer: a. multiple choice
  Multiple-choice items can be scored quickly and easily, often automatically through scanning technology or simple answer keys.

48. Which of the following is NOT an objection to multiple choice items?

• Answer: d. They reflect the receptive nature of reading.
  This statement is not an objection; rather, it acknowledges that multiple-choice items can effectively assess reading comprehension by evaluating how well students understand written material.

49. Multiple choice tests do NOT seem to work well in testing .........., but they can be used successfully in testing ...........

• Answer: a. writing ability / grammar
  Multiple-choice tests are less effective for assessing writing skills, which require production and creativity; however, they can effectively test grammar knowledge through recognition.

50. Which of the following is NOT correct?

• Answer: d. Suppletion versus recognition items would result in a reasonable classification.
  This statement is misleading as it incorrectly suggests that these two types of items are comparable in terms of classification; they serve different assessment purposes and should not be directly compared.