forms of language tests

Question 1

What is the purpose of an item’s stem?

Answer 1

To elicit information from the examinee

Question 2

What are the two parts of an item?

Answer 2

The stem and the response.

Question 3

Explain why the appearance of a test is important to an examinee.

Answer 3

The appearance of a test can influence the examinee’s perception and expectations of the test.

Question 4

Provide an example of a test format that may put an examinee in an unexpected situation.

Answer 4

A composition test with true-false questions.

Question 5

True or False Statement: The form of a test refers to its physical appearance.

Answer 5

True

Question 6

What should teachers and educators consider as an important factor when preparing a test?
A) The content of the test
B) The form of the test
C) The difficulty level of the test
D) The time limit of the test

Answer 6

The form of the test

Question 7

Why is it important for language testers to consider the nature of the attribute to be measured?

Answer 7

The form of the test should correspond to the nature of the attribute being assessed for accurate measurement.

Question 8

What determines the form of a test?

Answer 8

The form of the items comprising the test.

Question 9

What are the two parts of an item and their respective purposes?

Answer 9

The stem elicits information, and the response provides the information elicited from the examinee.

Question 10

What are the different types of responses an examinee may provide in an item?

Answer 10

Responses can range from recognizing a single word to producing a comprehensive essay.

Question 11

How should language testers decide on the form of a test?

Answer 11

By considering the nature of the attribute to be measured and the learning objectives of the examinee.

Question 12

True or False Statement: A written test is suitable for measuring listening comprehension ability.

Answer 12

False

Question 13

Question: What are the components of a multiple-choice item?
A) Stem, correct response, distractors
B) Stem, alternatives, correct response, distractors
C) Stem, options, correct response
D) Stem, choices, distractors

Answer 13

B) Stem, alternatives, correct response, distractors

Question 14

How does the nature of the attribute to be measured influence the form of a test?

Answer 14

The form of the test should align with the nature of the attribute being assessed.

Question 15

How should teachers consider the structure of a test?

Answer 15

By understanding that the format of a test is determined by the format of its items.

Question 16

What are the different types of activities that examinees may engage in when responding to a test?

Answer 16

Producing responses or selecting correct responses from given alternatives.

Question 17

What is the purpose of the response in an item?

Answer 17

to provide the examiner with information elicited from the examinee

Question 18

How do multiple-choice items assess examinees’ comprehension ability?

Answer 18

By presenting alternatives or choices, one of which is the correct response.

Question 19

True or False Statement: The stem in an item is always presented as a question.

Answer 19

False

Question 20

Question: What are the responses in a multiple-choice item called?
A) Choices
B) Distractors
C) Alternatives
D) Options

Answer 20

C) Alternatives

Question 21

What has caused confusion in the field of test format classification?

Answer 21

Different terminologies used for similar concepts and varying views of scholars.

Question 22

What are examples of different terminologies causing confusion in test format classification?

Answer 22

Words like supply, fill in the blank, and completion used interchangeably for a single item form.

Question 23

How have scholars classified tests based on differing views?

Answer 23

Tests have been classified into objective or subjective forms based on varying schools of thought.

Question 24

What are the advantages and disadvantages of existing classifications in test format?

Answer 24

Each classification has its own strengths and weaknesses.

Question 25

What is the focus of the section devoted to clarifying test format issues?

Answer 25

Presenting and critically examining different categorizations and proposing a comprehensive classification.

Question 26

What scoring challenges have been faced in translation tests in language teaching?

Answer 26

Scoring procedures lacking systematic criteria, leading to inconsistencies in scores among different scorers.

Question 27

Why were translation tests classified as subjective tests?

Answer 27

Due to scoring procedures not following objective criteria.

Question 28

What led scholars to develop easily scored tests in contrast to subjective tests?

Answer 28

Application of psychometric principles to language tests.

Question 29

What are examples of objective tests mentioned in the text?

Answer 29

Multiple-choice and true-false types of tests.

Question 30

What is the common misunderstanding regarding subjective and objective tests?

Answer 30

The misconception that form determines subjectivity or objectivity of a test item.

Question 31

What is the relevance of form to subjectivity or objectivity of a test item?

Answer 31

Form does not determine whether an item is subjective or objective; it is about how the item is scored.

Question 32

Why is a different classification required to avoid the shortcomings of objective/subjective dichotomy?

Answer 32

Because from identical formats, one item can be objective while the other can be subjective.

Question 33

What did scholars attempt to develop as a new approach to classifying items?

Answer 33

Classifying items into essay-type and multiple-choice categories.

Question 34

What are examples of items classified as essay-type formats?

Answer 34

Items ranging from single word production to producing comprehensive explanations.

Question 35

Why was further modification needed in classifying item forms as essay-type?

Answer 35

Items requiring different types of activities could not be classified under the same category.

Question 36

What terms replaced "objective" or "multiple-choice" in the new classification?

Answer 36

Recognition replaced objective/multiple-choice, and suppletion replaced essay-type/subjective.

Question 37

What is the requirement for recognition form items in the new classification?

Answer 37

Examinees need to recognize the correct response from provided alternatives.

Question 38

What is the requirement for suppletion or completion form items in the new classification?

Answer 38

Examinees need to supply the missing part(s) of the stem or complete an incomplete stem.

Question 39

What are examples of items classified as suppletion or completion types?

Answer 39

Items where examinees need to supply missing parts or complete stems.

Question 40

Why was a new classification suggested despite the improvements made in the previous ones?

Answer 40

To address ambiguities and provide a comprehensive classification that is both theoretical and practical.

Question 41

Psycholinguistic classification

Answer 41

Classification based on psychological and linguistic principles underlying item formats.

Question 42

define:Continuum of language processing tasks

Answer 42

Recognition and production as extreme poles, with comprehension in between.

Question 43

True-False Flashcard: Statement: Language processing always starts with production activities.

Answer 43

False

Question 44

What are the two major psychological processes considered in the psycholinguistic classification? Options: A) Recognition, B) Comprehension, C) Production, D) Analysis

Answer 44

A) Recognition, C) Production

Question 45

What are the two dimensions of the psycholinguistic classification?

Answer 45

Psychological processes involved and the modality of language used.

Question 46

Modality of language

Answer 46

Language manifested verbally or non-verbally, including oral, written, and pictorial modes.

Question 47

Components of an item

Answer 47

Stem and response, which may have different language modalities.

Question 48

Diversity in item forms

Answer 48

Items can vary based on psychological processes, linguistic modes, and the structure of the item.

Question 49

Dictation test

Answer 49

Requires both comprehension and production, with oral or written forms adding to the test's diversity.

Question 50

True-False Flashcard: Statement: Items in a test can be easily categorized without considering linguistic and psychological factors.

Answer 50

False

Question 51

Question: What is the purpose of the psycholinguistic classification in test development? Options: A) Simplify item categorization, B) Consider various factors, C) Ignore psychological processes, D) Focus on written responses

Answer 51

B) Consider various factors

Question 52

How does the psycholinguistic classification help in understanding item forms?

Answer 52

By considering psychological processes, linguistic modalities, and item structures.

Question 53

Term: Test developers' caution

Answer 53

Importance of considering multiple variables before assigning a specific form to an item.

Question 54

Comprehension-Production Flashcard: Term: Free composition test

Answer 54

Requires only production and should be placed in the appropriate cell based on the modality.

Question 55

True-False Statement: All items in a test require the same psychological processes for answering.

Answer 55

False

Question 56

How does the psycholinguistic classification help test developers in creating diverse test items? Options: A) By focusing only on psychological processes, B) By ignoring linguistic modalities, C) By providing a framework for understanding item forms, D) By restricting item variability

Answer 56

C) By providing a framework for understanding item forms Ask