Giáo trình: English language testing and assessment = Kiểm tra và đánh giá trong dạy và học tiếng Anh

This book is organised into nine chapters covering different aspects such as overview of language testing and assessment, constructing a test, how to design a test to test the three ling

COURSE GENERAL INFORMATION

Course name: English Language testing and assessment

Credit hours: 30 class hours (20 hours of theory, 10 hours of practice, 60 hours of self-study)

Course objectives

After this course, students will be able to achieve the following competencies:

- Understand the roles and scopes of testing, the different kinds of tests, the characteristics of a good language test

When designing effective EFL test items, it is crucial to adhere to established guidelines that ensure clarity, relevance, and fairness Practical strategies for developing high-quality test items include aligning questions with learning objectives, using clear and concise language, and providing a variety of assessment types to cater to different learning styles Common challenges in test item design may involve avoiding ambiguity, ensuring cultural sensitivity, and maintaining a balance between difficulty levels Ultimately, a well-structured assessment not only evaluates language proficiency accurately but also enhances the learning experience for students.

- Identify the steps for constructing a test, different types of testing grammar, vocabulary, pronunciation and the four language skills

- Apply the knowledge of testing into practice

+ Students enjoy the combination between physical class and online resources

+ Students view lessons at home and master materials at school in collaboration with their peers or instructor

+ Students construct knowledge with all means of learning forms at an appropriate proportion as suggested in the learning pyramid below

+ Students are provided authentic scholarly contents

- Homework accomplishment Formative Assessment 30 % - Written mid-course test Summative assessment 50 % - Oral examination

CHAPTER 1 OVERVIEW OF LANGUAGE TESTING AND ASSESSMENT

At the end of the chapter, the students will be able to:

- Understand the roles and scopes of testing

- Identify different kinds of tests

- Discuss the guidelines for designing the test items

Bachman, L.F & Palmer, A.S (1996) Language testing in practice Oxford: Oxford University Press

Brown, H D (2004) Language Assessment: Principles and Classroom Practices Pearson Education Inc

Fulcher, G (2010) Practical language testing London: Hodder Education

Fulcher, G & Davidson, F (2007) Language testing and assessment: An advanced resource book Oxford: Routledge

Harris, D P (1969) Testing English as a Second Language McGraw-Hill Book Company

Hughes, A (2003) Testing for language teachers Cambridge: Cambridge University Press

Le Van Canh Motivation As A Language Learning Condition Re-Examined: Stories Of Successful Vietnamese EFL Students: The project 2020

Le Van Canh English language education innovation for the Vietnamese secondary school: The project 2020

Le Van Su (2015) English methodology Thong Tin Publishing House

Meinhof, U H (1998) Language learning in the age of satellite television Oxford University press

National Foreign Language Project 2020 (2019) Language competence-based Assessment Seminar in Ho Chi Minh city

Nitko, A J (1983) Educational Tests and Measurement in Education Harcourt Brace Jovanovich, Inc

Oller, J, & John W (1979) Language Tests at School Longman Group Ltd

Online testing tools are revolutionizing assessments in modern K-12 education by integrating technology into the learning process This shift enables personalized, meaningful evaluations that reflect students' readiness for college and careers, moving beyond traditional accountability measures The digitization of assessments allows for real-time feedback and automated scoring, enhancing accuracy and efficiency while reducing the burden on educators Furthermore, these tools support diverse learners, including students with disabilities and ESL students, by providing accessible and flexible assessment options Ultimately, the focus on personalization in online assessments aligns with the goal of creating a more inclusive and effective educational experience for all students.

A test is a sample of individual’s performance on basis of which inferences are made about the more general underlying competence of that individual

Language tests are measurement techniques designed to assess an individual's proficiency in a foreign language, including methods such as oral interviews, listening comprehension tasks, and free composition writing Essentially, language testing involves the practice and study of evaluating how effectively a person can use a specific language.

1.1.2 Development and uses of language tests

Language testing, traditionally focused on the creation and analysis of assessments, has evolved to emphasize the application and implications of these tests The primary goal of a language test is to evaluate an individual's knowledge and skills in a language, distinguishing their abilities from those of others This evaluation can encompass various types of abilities, such as achievement, proficiency, or aptitude Unlike scales, tests involve specific tasks designed to elicit language skills While the terms language testing and language assessment are often used interchangeably, "assessment" more broadly includes classroom evaluations and institutional examinations In the realm of language education, assessment involves gathering information and making informed judgments about a learner's language knowledge and usage capabilities.

1.1.3 Roles and scopes of testing

Formal tests and examinations are administered to students at the conclusion of a semester or academic year, as well as prior to the commencement of new courses Additionally, teachers often conduct regular informal assessments to evaluate student progress effectively.

Regular information tests play an important role in testing because:

Classroom tests serve as a key indicator of what students have learned following a lesson or unit When these assessments are aligned with well-defined lesson objectives, teachers can effectively analyze the results to identify areas where students are struggling Additionally, these tests play a crucial role in discussions about student progress during parent-teacher conferences.

Assessing students' strengths and weaknesses is a crucial function of testing For instance, teachers can utilize pretests at the start of units to gauge students' prior knowledge and identify areas requiring focus Additionally, employing learning style and multiple intelligences assessments enables educators to tailor their instructional methods to effectively address the diverse needs of their students.

 what areas need to be taught in the future: from the test the teacher knows what should be focused in order for students to gain the best effects

Students can assess their progress and identify areas for improvement, enabling them to recognize and produce correct language forms This reflective process allows learners to learn from their mistakes and reinforce their understanding of language patterns after assessments.

 encourage students to take their learning seriously, and give them a series of defined goals to aim towards

Teachers should assess both linguistic elements—such as grammar, vocabulary, spelling, and pronunciation—and language skills, including listening, reading, speaking, and writing, to evaluate students' learning and capabilities effectively.

1.1.4.1 In terms of test purposes

Various types of tests serve distinct purposes and measure specific criteria This article explores five key types of tests: proficiency tests, which assess overall language ability; diagnostic tests, designed to identify learners' strengths and weaknesses; placement tests, used to determine the appropriate level for students; achievement tests, which evaluate knowledge and skills acquired over a course; and language aptitude tests, aimed at predicting a learner's potential for language acquisition.

Proficiency tests are designed to assess an individual's overall competence in a language, independent of any prior training These assessments typically feature standardized multiple-choice questions that evaluate grammar, vocabulary, reading comprehension, and listening skills A prominent example of such a standardized proficiency test is the TOEFL.

The purpose of diagnostic language tests is to identify specific areas where students may struggle, providing teachers with a checklist of features to uncover these difficulties Proficiency tests are designed to gather detailed information on students' future learning needs, often breaking down performance into subcategories For instance, a writing diagnostic test begins with a writing sample from the student, allowing the teacher to assess various aspects such as organization, content, spelling, grammar, and vocabulary This analysis helps educators pinpoint the specific areas that require targeted attention for each student.

Placement tests are designed to assign students to appropriate levels within a language curriculum, ensuring that the material is neither too easy nor too difficult for them These tests typically include samples from the courses offered and assess various skills through methods such as written and oral responses, multiple-choice questions, and gap-filling exercises An example of such a test is the English as a Second Language Placement Test (ESLPT) at San Francisco State University.

Achievement tests are designed to evaluate whether students have met course objectives and acquired necessary skills by the end of an instructional period These tests focus on specific material covered in the curriculum within a defined timeframe and are categorized as summative assessments, as they are administered at the conclusion of a unit or term of study They assess the degree to which students have learned the language content that has been previously taught.

Language aptitude tests are designed to predict an individual's potential success in learning a foreign language According to researchers John Carroll and Stanley Sapon, these tests assess not whether someone can learn a language, but rather how effectively they can do so within a specific timeframe and under certain conditions Essentially, these assessments aim to evaluate the speed and ease with which a learner can acquire a new language in a course or training program In the United States, standardized aptitude tests such as the Modern Language Aptitude Test (MLAT) have been widely utilized for this purpose.

There are two kinds of tests based on response They are subjective test and objective test

Subjective test is a test in which the learners’ ability or performance are judged by examiners’ opinion and judgment The example of subjective test is using essay and short answer

OVERVIEW OF LANGUAGE TESTING AND ASSESSMENT

An Overview of Testing

A test is a sample of individual’s performance on basis of which inferences are made about the more general underlying competence of that individual

Language tests are measurement techniques designed to assess an individual's proficiency in a foreign language, encompassing methods such as oral interviews, listening comprehension tasks, and free composition writing Essentially, language testing involves the evaluation and study of how effectively a person can use a specific language.

1.1.2 Development and uses of language tests

Language testing, traditionally focused on the creation and analysis of tests, has evolved to emphasize the practical applications of these assessments The primary aim of a language test is to evaluate an individual's language knowledge and ability, distinguishing their skills from those of others, which may include achievement, proficiency, or aptitude Unlike scales, tests involve specific tasks designed to elicit language abilities While the terms 'language assessment' and 'language testing' are often used interchangeably, assessment encompasses a broader range of activities, including classroom evaluations and institutional exams In the realm of language education, assessment involves gathering information and making informed judgments about a learner's language knowledge and practical usage skills.

1.1.3 Roles and scopes of testing

Formal tests and examinations are administered to students at the conclusion of a semester or school year, as well as prior to the commencement of new courses Additionally, teachers often conduct regular informal assessments to evaluate student progress.

Regular information tests play an important role in testing because:

Classroom tests serve a crucial purpose in assessing what students have learned after completing a lesson or unit When these tests align with well-defined lesson objectives, teachers can effectively analyze the results to identify areas where most students are struggling Additionally, these assessments play a vital role in discussions about student progress during parent-teacher conferences.

Assessing students' strengths and weaknesses is crucial for effective teaching Pretests at the start of units help educators gauge students' prior knowledge and identify areas requiring focus Additionally, learning style assessments and multiple intelligences tests enable teachers to tailor their instructional methods to better address individual student needs.

 what areas need to be taught in the future: from the test the teacher knows what should be focused in order for students to gain the best effects

Students can enhance their language skills by identifying their progress and focusing on areas needing improvement This approach allows them to recognize and produce accurate language forms, learn from their mistakes, and reinforce patterns after assessments.

 encourage students to take their learning seriously, and give them a series of defined goals to aim towards

Teachers should assess both linguistic elements, such as grammar, vocabulary, spelling, and pronunciation, as well as language skills, including listening, reading, speaking, and writing, to evaluate what students have learned and what they are capable of doing.

1.1.4.1 In terms of test purposes

There are various types of tests, each designed for a specific purpose and measuring distinct criteria This article explores five key types of tests: proficiency tests, which assess language skills; diagnostic tests, aimed at identifying learners' strengths and weaknesses; placement tests, used to determine the appropriate level for students; achievement tests, evaluating knowledge and skills acquired; and language aptitude tests, which measure an individual's potential to learn a language.

Proficiency tests are designed to evaluate an individual's overall competence in a language, independent of any prior training These assessments typically include standardized multiple-choice questions that cover grammar, vocabulary, reading comprehension, and listening comprehension A well-known example of such a standardized proficiency test is the TOEFL.

The primary objective of diagnostic language tests is to identify specific areas of difficulty for students These assessments provide teachers with a checklist of features to aid in recognizing challenges, while proficiency tests gather detailed, subcategorized information about learners' needs for future improvement For instance, a writing diagnostic test begins with a student writing sample, allowing the teacher to evaluate various aspects such as organization, content, spelling, grammar, and vocabulary This analysis helps educators pinpoint the specific areas that require targeted attention for each student.

Placement tests are designed to evaluate a student's proficiency and determine their appropriate level within a language curriculum These assessments typically encompass a range of materials reflective of the courses offered, ensuring that students engage with content that is suitably challenging Various formats exist for placement tests, including comprehension assessments, written and oral responses, multiple-choice questions, and gap-filling exercises A notable example is the English as a Second Language Placement Test (ESLPT) administered at San Francisco State University.

Achievement tests are designed to assess whether students have met course objectives and acquired necessary skills by the end of an instructional period These tests focus on specific material covered in the curriculum within a designated time frame and are classified as summative assessments, as they are conducted at the conclusion of a unit or term They evaluate the extent to which students have learned the language and concepts that have been taught throughout the course.

Language aptitude tests are designed to predict an individual's potential success in learning a foreign language According to researchers John Carroll and Stanley Sapon, these tests assess not whether someone can learn a language, but rather how effectively they can do so within a specific timeframe and under certain conditions Essentially, these assessments aim to measure the speed and ease with which a learner can acquire a new language in a course or training program In the United States, standardized aptitude tests, such as the Modern Language Aptitude Test (MLAT), have been widely utilized for this purpose.

There are two kinds of tests based on response They are subjective test and objective test

Subjective test is a test in which the learners’ ability or performance are judged by examiners’ opinion and judgment The example of subjective test is using essay and short answer

An objective test evaluates learners' abilities by providing specific answer options, typically with only two possible responses: correct or incorrect The scoring is based solely on the number of correct answers Common types of objective tests include multiple-choice questions, true or false assessments, matching exercises, and problem-based inquiries.

Advantages and disadvantages of commonly used types of objective test

Type of test Advantages Disadvantages

True or False Many items can be administered in a relatively short time Moderately easy to write and easily scored

Limited primarily to testing knowledge of information Easy to guess correctly on many items, even if material has not been mastered

Can be used to assess a broad range of content in a brief period Skillfully written items can be measured Can be scored quickly

Difficult and time consuming to write good items Possible to assess higher order cognitive skills, but most items assess only knowledge Some correct answers can be guesses

Matching Items can be written quickly

A broad range of content can be assessed Scoring can be done efficiently

Higher order cognitive skills difficult to assess

Advantages and disadvantages of commonly used types of subjective test

Type of test Advantages Disadvantages

Many can be administered in a brief amount of time Relatively efficient to score Moderately easy to write items

Difficult to identify defensible criteria for correct answers Limited to questions that can be answered or completed in a few words

Essay Can be used to measure higher order cognitive skills Easy to write questions Difficult for respondent to get correct answer by guessing

Time consuming to administer and score Difficult to identify reliable criteria for scoring Only a limited range of content can be sampled during any one testing period

1.1.4.3 In accordance with the orientation and the way to test

Language testing can be categorized into two main types: language competence tests and performance language tests Language competence tests assess components such as vocabulary, grammar, and pronunciation, while performance tests evaluate essential English skills, including writing, speaking, listening, and reading Additionally, language testing is further divided into direct and indirect testing methods Direct testing involves assessing students' competencies through basic skills like speaking, writing, listening, or reading, whereas indirect testing measures competencies without directly engaging these fundamental skills.

AN overview of Assessment

Assessment encompasses various methods used to gather information about students' knowledge, abilities, understanding, attitudes, and motivation It can be conducted through instruments such as tests and self-assessments, and may be classified as formal or informal This approach allows teachers to collect valuable evidence of learners' performance, including their abilities and attitudes, to better understand their learning progress Ultimately, assessment serves as a comprehensive tool for evaluating student learning through diverse methods.

Testing is a specific procedure aimed at obtaining quantitative results, such as marks or grades, to evaluate learners' knowledge and determine if they have achieved their learning objectives In contrast, assessment encompasses a broader range of methods for gathering both quantitative and qualitative data on learners' performance and is an ongoing process.

Traditional assessments, including quizzes, exams, and standardized tests, have long been the standard evaluation method in education In contrast, alternative assessments have gained popularity in recent years, offering a different approach to measuring student understanding Key characteristics of alternative assessments include their focus on practical application, emphasis on student engagement, and the use of diverse formats to showcase learning.

- require students to perform, create, produce, or do something

- use real-world contexts or simulations

- are non-intrusive in that they extend the day-to-day classroom activities

- allow students to be assessed on what they normally do in class every day

- use tasks that represent meaningful instructional activities

- focus on processes as well as products

- tap into higher-level thinking and problem-solving skills

- provide information about both the strengths and weaknesses of students

- are multi-culturally sensitive when properly administered

- ensure that people, not machines, do the scoring, using human judgment

- encourage open disclosure of standards and rating criteria, and call upon teachers to perform new instructional and assessment roles

True-false assessments present a sample of language and require the students to respond to that language by selecting one of two choices, true or false

Matching assessments require students to choose corresponding words or phrases from two provided lists, effectively identifying the relationships between them This interactive format enhances vocabulary comprehension and reinforces learning by engaging students in a systematic matching process.

Multiple-choice assessments engage students in evaluating language materials by choosing the most appropriate answer to complete a sentence or fill in a blank, with options typically ranging from three to five choices.

Fill-in assessments give a language context with part of the context removed and replaced with a blank

Short-answer assessments require the students to scrutinize a question or statement and respond with one or more phrases or sentences

Performance assessments evaluate students by having them complete tasks that closely resemble real-life situations, typically utilizing productive skills such as speaking or writing, and often integrating reading or writing skills as well.

Conference assessments emphasize learning processes and strategies, requiring students to schedule appointments to meet with their teacher During these meetings, students engage in discussions about specific assignments or their overall learning journey.

We define portfolio assessments here as purposeful collections of any aspects of students’ work that tell the story of their achievements, skills, efforts, abilities, and contributions to a particular class

Self-assessments require students to rate their own language by reading a situation and deciding how well they would respond in it

1.2.2.3 Modern approaches in assessment classification

Assessment for learning, often known as formative assessment, entails teachers utilizing evidence of students' knowledge, understanding, and skills to guide their instructional strategies This process typically takes place during the teaching and learning journey, aiming to enhance clarity regarding student comprehension and progress.

 reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark

 involves formal and informal assessment activities as part of learning and to inform the planning of future learning

 includes clear goals for the learning activity

 provides effective feedback that motivates the learner and can lead to improvement

 reflects a belief that all students can improve

 encourages self-assessment and peer assessment as part of the regular classroom routines

 involves teachers, students and parents reflecting on evidence

 is inclusive of all learners

Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards, sometimes referred to as

Summative assessment is conducted at specific milestones, such as the end of a unit, term, or semester, and is often used to evaluate and rank students The success of these assessments in grading relies heavily on the validity and reliability of the evaluation methods employed Additionally, the potential for learning enhancement through summative assessments is contingent on the quality and nature of the feedback provided to students.

 is used to plan future learning goals and pathways for students

 provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups

 provides a transparent interpretation across all audiences

Assessment as learning empowers students to take charge of their own educational journey By actively monitoring their progress, asking insightful questions, and employing various strategies, learners can evaluate their knowledge and skills This self-assessment approach not only enhances their understanding but also informs their future learning endeavors.

Learners actively take charge of their education by questioning their learning process and seeking ways to enhance it They utilize both formal and informal feedback, along with self-assessment, to identify their next steps in the learning journey The focus is on collaboration, reflection, and self-evaluation, fostering a deeper understanding of personal growth and development.

1.2.3 Fitting assessment types to curriculum

1.2.3.1 The importance of multiple sources of information

In selecting assessment strategies and interpreting their results, it is crucial for educators to consider a variety of information sources Ensuring validity in assessments requires teachers to make informed decisions grounded in multiple data points rather than relying on a single source.

Research indicates that educational assessments should include a sufficient number of observations to enhance reliability Language teachers should prioritize diverse assessment methods, as evaluations based on a variety of observations yield more trustworthy results compared to those relying on limited data points.

Utilizing a variety of information sources in the design and selection of assessments is crucial for accurate interpretation This diversity enhances the overall reliability of the information and the decisions derived from it.

1.2.3.4 The negative and positive consequences of washback

Washback refers to the impact of testing and assessment on the language teaching curriculum When assessment procedures align with the curriculum's goals and objectives, they produce a positive washback effect, enhancing the educational experience Conversely, if assessments do not match the intended objectives, they can lead to a negative washback effect, undermining the curriculum's effectiveness.

CONSTRUCTING A TEST

Characteristics of a good language test

An effective language test should enhance both learning and teaching by identifying specific areas of difficulty for the entire class or individual students This enables educators to provide targeted practice and corrective exercises to address these challenges.

A good language test should also measure students’ performance without setting

Teachers should create effective assessments that allow students to demonstrate their language skills while also identifying challenging areas within the language program This approach enables educators to evaluate the syllabus's effectiveness, along with the teaching methods and materials being utilized.

Here are the main features of a good language test

Reliability refers to the consistency, dependence, and trustworthiness of test results, ensuring that they remain stable and similar when administered under identical conditions to the same group of students on different occasions It encompasses three key aspects: the reliability of the test itself, the reliability of its marking, and the reliability of its administration These aspects are categorized into equivalence, stability, and internal consistency, all of which are essential for ensuring dependable and accurate test outcomes.

The first aspect, equivalence, refers to the amount of agreement between two or more tests that are administered at nearly the same point in time

Equivalence is assessed by giving two parallel versions of the same test to the same group, either simultaneously or after a certain time interval.

Stability, a key aspect of reliability, refers to the consistency of scores obtained from repeated testing of the same group of respondents This means that individuals achieve similar results over time To assess stability, the same test is administered to the same participants under identical conditions after a designated period.

The third and last aspect of reliability is internal consistency Internal consistency concerns the extent to which items on the test are measuring the same thing

There are three factors affecting test reliability:

Longer tests yield more reliable results compared to brief quizzes, as a greater number of items on a test generally enhances its reliability.

(ii) The administration of the test: it includes the classroom setting (lighting, seating arrangements, acoustics, lack of intrusive noise etc.) and how the teacher manages the test administration

(iii) Affective status of students: Test anxiety can affect students’ test results

The term validity refers to whether or not the test measures what it claims to measure

On a test with high validity, the items will be closely linked to the test’s intended focus Unless a test is valid it serves no useful function

Content validity is crucial for educators, as it ensures that assessments accurately reflect the course material and desired outcomes, utilizing formats that students are already familiar with.

Content validity refers to how well the tasks included in a test represent the broader range of tasks that the test is intended to sample For a test to be effective, it must accurately reflect the teaching content outlined in the curriculum.

Like reliability, there are also some factors that affect the validity of test scores

 Unclear directions to students to respond to the test

 The difficulty of reading vocabulary and sentence structure

 Too easy or too difficult test items

 Ambiguous statements in the test items

 Inappropriate test items for measuring a particular outcome

 Inadequate time provided to take the test

 The length of the test is too short

 Test items not arranged in order of difficulty

Factors in test administration and scoring:

 Unfair aid to individual students, who ask for help

 Cheating by students during testing

 Unreliable scoring of essay type answers

 Insufficient time to complete the test

 Adverse physical and psychological condition at the time of testing

 Test anxiety of the students

 Physical and psychological state of the student

A practical test is defined as one that is created and implemented using the resources and time that are readily available This definition highlights that the practicality of a test can be assessed by the accessibility of the necessary resources for its development and execution.

Practicality in testing emphasizes the efficient use of time, effort, and money An effective practical test should be simple to design, straightforward to administer, easy to grade, and clear in its result interpretation.

Traditionally, test practicality has referred to whether we have the resources to deliver the test that we design

A test is practical when it:

 stays with appropriate time constraints

 is relatively easy to administer

 has a scoring/evaluation procedure that is specific and time efficient

Assessment involves comparing students either with one another or with their past performances A key characteristic of an effective test is its ability to differentiate between the performances of various students or track an individual student's progress over time The degree to which discrimination is necessary depends on the specific purpose of the assessment.

Authenticity in language testing refers to the relevance of students' responses to real-world communication It is essential that test items reflect the practical usage of the target language to ensure meaningful assessment.

Authenticity in language testing is defined as the extent to which a test accurately reflects the content and skills being assessed According to the Dictionary of Language Testing, a test is considered authentic when it closely mirrors the real-world conditions and materials relevant to the target situation.

Authentic tests aim to replicate real-life situations as closely as possible, reflecting a commitment to proficiency-based language learning and teaching This emphasis on authenticity is essential for effective language assessment.

Washback is the influence that tests exert on teaching and learning, driving educators to tailor their instruction to help students perform well on assessments This phenomenon can occur in two forms: negative washback, where tests compel teachers to focus on specific content at the expense of broader learning, and positive washback, which fosters meaningful changes in language education and encourages active learning and innovative teaching practices Ideally, a well-designed test should promote positive washback, enhancing both teaching methods and student engagement.

Practical guidelines for developing good EFL test items

2.2.1 Guidelines for writing multiple-choice test items

The following are some guidelines that you should use for preparing multiple-choice test items

 The entire stem must always precede the alternatives and it should contain the problem and any clarifications

 If an omission occurs in the stem, it should appear near the end of the stem and not at the beginning

 Use only correct grammar in the stem and alternatives

 Avoid repeating words between the stem and key You can do that, however, to make distractors more attractive

 Avoid wording directly from a reading passage or use of stereotyped phrasing in the key

 To test understanding of a term or concept, present the term in the stem followed by definitions or descriptions in the alternatives

 Avoid terms such as “always” or “never,” as they generally signal incorrect choices

When presenting alternatives, it's essential to follow a logical sequence, such as a temporal order or the length of each option To facilitate easier comparison for students, similar alternatives—whether cognitive or visual—should be positioned next to each other.

 Make all incorrect alternatives (i.e., distractors) plausible and attractive It is often useful to use popular misconceptions and frequent mistakes as distractors

 Make all alternatives grammatically consistent with the stem

 Item distractors should include only correct forms and vocabulary that actually exist in the language

 Try to avoid “all of the above” as the last option If a student can eliminate any of the other choices, this choice can be automatically eliminated as well

 Do not use “none of the above” as the last option when the correct answer is simply the best answer among the choices offered

 Use 4 or 5 alternatives in each item

 If one or more alternatives are partially correct, ask for the “best” answer

 Alternatives should not overlap in meaning or be synonymous with one another

 All alternatives should be homogeneous in content, form, and grammatical structure

 The length, explicitness, and technical information in each alternative should be parallel so as not to give away the correct answer

2.2.2 Guidelines for writing essay test items

Essay items effectively assess students' writing skills but pose challenges in reliable scoring and require considerable grading time.

Grading can be influenced by factors such as verbal fluency, handwriting quality, spelling and grammar accuracy, and the subjective evaluations of the grader Additionally, the training of graders is time-intensive and must be periodically refreshed to ensure consistent assessment standards.

The following guidelines may be useful in developing and grading essay questions:

Concise answers are often more effective for essay questions, as they minimize the impact of factors like verbal fluency and spelling on grading To enhance focus and clarity in their responses, educators should provide students with a starting sentence that guides their essays.

 Make sure questions are sharply focused on a single issue Do not give either the student or the grader too much freedom in determining what the answer should be

2.2.3 Guidelines for grading essay tests

Because of their subjective nature, essay exams are difficult to grade

The following guidelines are helpful for grading essay exams in a consistent and meaningful way

 Construct a model answer for each item and award a point for each essential element of the model answer This should help minimize the subjective effects of grading

To minimize subjectivity in grading, it is essential that essay items are evaluated anonymously This approach ensures that graders remain unaware of the identities of the students whose work they are assessing, promoting fairness and objectivity in the evaluation process.

To ensure consistency in grading, evaluate one essay item at a time This approach allows the grader to apply a uniform set of criteria for scoring each response, minimizing the impact of a student's prior performance on subsequent items.

 Unless it is a test of language mechanics, do not take off credit for poor handwriting, spelling errors, poor grammar, failure to punctuate properly, etc

For optimal assessment, each item should be graded by two evaluators, with a third grader available to settle any disputes between them Typically, this third grader is the head grader or the course instructor.

Steps for constructing a test

To create a valid, reliable, and objective standardized test, it is essential to follow four key steps: planning the test, preparing the test, trying out the test, and evaluating the test.

Effective test planning is a crucial initial step in test construction, aimed at gathering valid, reliable, and useful data about students during the evaluation process.

2.3.1.1 Determining the Objectives of Testing

Tests play a crucial role in the teaching and learning process by serving various purposes, such as assessing entry performance, tracking progress, and determining mastery levels They effectively gauge whether students possess the necessary skills to begin a course and evaluate their prior knowledge Consequently, it is essential to clarify whether the test will focus on measuring entry performance or the student's previously acquired knowledge in the subject matter.

Tests play a crucial role in assigning grades and assessing students' mastery levels To be effective, summative tests must encompass all instructional objectives and content areas of the course Careful consideration of these elements is essential during test preparation to ensure comprehensive evaluation.

The second important step in the test construction is to prepare the test specifications

To ensure that a test accurately measures a representative sample of instructional objectives and content areas, it is essential to prepare detailed test specifications This involves an elaborate design process for effective test construction, with the 'Table of Specification' or 'Blue Print' being one of the most commonly utilized tools for this purpose.

2.3.1.3 Building the table of specification/Blue Print

Creating a table of specifications is a crucial step in the planning phase, serving as a blueprint for test construction This three-dimensional chart outlines instructional objectives, content areas, and item types, ensuring a comprehensive assessment framework The process involves three key steps that guide educators in aligning tests with learning goals.

(i) Determining the weightage to different instructional objectives:

There are vast arrays of instructional objectives We cannot include all in a single test

In a written test we cannot measure the psychomotor domain and affective domain

Measuring the cognitive domain is essential, but it's important to recognize that subjects vary in their learning objectives, such as knowledge, understanding, application, and skills Careful planning is required to determine the appropriate weight assigned to each instructional objective, taking into account the significance of each goal for the specific subject or chapter.

Table 2.1 Showing weightage given to different instructional objectives in a test of 100 marks:

(ii) Determining the weightage to different content areas:

The second step in developing a table of specifications involves outlining the content area, which defines the specific domain where students are expected to demonstrate their performance This process is essential for obtaining a representative sample of the entire content area, ensuring comprehensive assessment coverage.

To avoid repetition or omission of any unit, it's essential to determine the appropriate weightage for each unit Experts suggest that this decision should be made by the relevant teacher, taking into account the significance of each chapter.

The allocation of marks in a test is often determined by the extent of coverage in the textbook, which includes factors such as the number of pages dedicated to each topic and the total pages in the book For instance, when preparing a 100-mark test, specific weightage is assigned to various topics based on these criteria.

If a book contains 250 pages and 100 test/items (marks) are to be constructed then the weightage will be given as, following:

Table 2.2 Table showing weightage given to different content areas:

(iii) Determining the item types:

The third crucial step in creating a table of specifications is selecting suitable item types for the assessment Test items can be categorized into two main types: objective items and essay items Objective items are often more effective for certain instructional goals, while essay questions can be more appropriate for other purposes.

Selecting the right item types is crucial for effectively measuring specific learning outcomes For writing outcomes, supply-type items are beneficial, while recognition or selection-type items work best for identifying correct answers Therefore, teachers must carefully choose item types that align with the desired learning outcomes.

After planning, preparation is a crucial step in test construction, where test items are developed based on the table of specifications Each type of test item requires careful attention during construction This preparation stage encompasses three essential functions.

The preparation of test items is a crucial aspect of the overall test preparation process, requiring careful attention to detail Adhering to specific principles can significantly enhance the relevance and effectiveness of the test items created.

- Test items must be appropriate for the learning outcome to be measured:

Test items must be carefully crafted to accurately assess the performance outlined in the specific learning outcomes, ensuring alignment between the evaluation tools and the desired educational goals.

Specific learning outcome—Knows basic terms

Test item—An individual is considered as obese when his weight is % more than the recommended weight

- Test items should measure all types of instructional objectives and the whole content area:

TESTING GRAMMAR

Introduction

Basic grammar is an essential skill for every English learner Grammar tests are designed to assess students' abilities to use language structures correctly and to identify appropriate grammatical forms.

Grammar testing is a fundamental component of language assessment, focusing on the recognition and production of correct grammatical structures Although these tests do not directly evaluate the ability to convey meaning, a solid understanding of grammar is essential for effective communication Therefore, grammar tests play a significant role in language programs by providing a foundation for language use.

Grammar test types

Multiple-choice tests are a widely used method for assessing grammatical knowledge due to their ease of grading and ability to efficiently cover a broad range of grammatical concepts.

The most prevalent format of multiple-choice grammar questions involves presenting a sentence with a blank, accompanied by four or five options for words or phrases that accurately complete the sentence.

Because my mother was sick, I _ to go home last week a) had b) have c) has d) hadn't

Multiple Choice Test items offer both benefits and drawbacks, similar to other testing formats To utilize multiple choice tests effectively, educators must understand these inherent characteristics.

One effective method for assessing grammatical knowledge through multiple-choice questions is to present test-takers with a sentence and ask them to select the option that conveys the same meaning from four or five alternatives.

The school should have taken the necessary action to expel him, as failing to do so was a mistake If the school had been aware of the situation, it might have opted for expulsion Given the circumstances, it is likely that the school will consider expulsion in the near future.

Again, this is a test of reading comprehension as well as grammar, but in order to understand the meaning of the sentence, the reader does have to understand the grammar

To create effective tests, test makers must strike a balance between providing adequate context and avoiding excessive detail Utilizing short reading passages instead of isolated sentences can enhance the natural flow of language and engage test takers more effectively However, this approach may limit the ability to assess a wide range of grammatical points, as the content of the passage dictates the grammar tested An alternative method involves using prose written by non-native English speakers, which can be particularly beneficial for testing individuals from the same language background, as the writer's errors can serve as distractors in the assessment.

The test items may be designed to save space:

1 Mary lives (A at B on C by) Rose Street

2 There (A is B am C are) a lot of books in our school library

- The test items may be designed in the form of a dialogue:

A: “Did you ask him to do that job?”

This type of question often involves a brief dialogue where one person speaks and another responds To assess short answers and responses, test-takers are presented with an utterance and must choose the most suitable response from four or five options This method can evaluate either comprehension or grammar skills.

"I think that tuition is much too high here." a) I do so b) Do I so c) I so do d) So do I

- The test items may be designed in the form of Error indentification / Correction:

One of the girls lost her wallet and don’t have any money for the game

Error correction items serve as an effective tool for assessing grammar skills In this type of test, participants are presented with a sentence containing a mistake, where four words or phrases are highlighted with letters The task requires the testee to identify the word or phrase that contains the error.

(a) Most of students (b) believe that they

(c) should be getting better grades (d) than they are

Teachers can incorporate error-free sentences alongside those with mistakes, prompting students to identify the correct ones Additionally, students may be tasked with correcting errors, using actual mistakes from their writing as valuable material for these exercises.

Other types of items can be used to test testees' knowledge of word order The traditional way is to present the testee with four alternative word orders For example,

I wonder how she knows _ a) how it costs much b) how much it costs c) it costs how much d) it how much costs

Another possibility is to give testees the four words and ask them to put the words in order For example,

Writers can enhance their skills by engaging in exercises that require them to construct sentences, such as determining the cost of an item Additionally, testing the understanding of sentence structure can be achieved by providing a series of sentences for individuals to arrange in the correct order This method assesses their knowledge of references, cohesive devices, and overall coherence in writing.

When designing a grammar multiple choice test, teachers should pay attention to the following:

- Each test item should test only one thing

- There must be only one right answer in each test item

- The option must be attractive enough for some students to choose them

- Make sure students have to do test item to get the right answer Be sure you are testing language and not other knowledge

- Avoid grammatical clues in the option e.g capital letters, a or an, etc

- All the choices should be the same part of speech of function, e.g three noun phrases, three prepositions etc

- The option should exist as correct English: don’t make up words or wrong spellings for the options

Completion items are items in which the testees are asked to fill in blanks in sentences e.g Give the book to woman in the blue dress

In a grammar test, the blanks should be filled with function words, including articles and prepositions This differs from completion items that assess reading ability or vocabulary knowledge, which typically utilize content words.

Completion items effectively assess production skills rather than mere recognition, offering a significant advantage in testing However, they present challenges, including the need for manual grading, which can involve subjective judgments on the correctness of responses Crafting items with a single correct answer can be difficult, although using continuous prose instead of isolated sentences can help minimize varied interpretations of the blanks Despite this, completely eliminating the potential for multiple answers may be unattainable, and requiring phrases instead of single words in the blanks can also be considered.

This technique can be used to test a variety of structures

Complete them suitably Read the whole conversation before you begin to answer the question

(Mr Cole wants a job in Mr Gilbert’s export business He has come for an interview.)

Mr Gilbert : Good morning, Mr Cole Please come in and sit down Now let me see

Mr Cole : In 1972, at the end of the summer term

Mr Gilbert : (3) And since then what ……….?

Mr Cole : I worked in a bank for a year Then I took my present job, selling cars But I would like a change now

Mr Gilbert : (4) Well, what sort of a job ……… ….……… …….?

Mr Cole : I’d really like to work in your Export Department

Mr Gilbert : That might be a little difficult What are your qualifications?

(5) I mean what languages ……….besides English?

Mr Cole : Well, only a little French

Mr Gilbert : That would be a big disadvantage, Mr Cole (6) Could you tell me why……… ……… …….?

Mr Cole : Because I’d like to travel and to meet people from other countries

Mr Gilbert : I don’t think I can help you at present, Mr Cole Perhaps you ought to try a travel agency

Transformational grammar items require testees to rephrase a given sentence using the initial words of another sentence while preserving the original meaning This exercise assesses the ability to manipulate sentence structure effectively without altering the intended message.

1 Jim hasn't been home in a long time It's been a long time

2 I don't need to go to the grocery store this week It isn't

3 It is difficult to study when it is so noisy Studying

Variations of this item include versions where the initial word of the transformed sentence is underlined, or the participant is provided with a single word to incorporate into the new sentence.

I don't need to go to the grocery store this week (necessary)

Grading this type of test can be challenging for teachers due to the wide range of acceptable answers Additionally, it fails to assess the testees' understanding of when to appropriately use different sentence transformations, such as knowing when to use passive voice versus active voice Despite these limitations, it can still serve as a valuable tool for evaluating grammatical knowledge.

Problems when designing test items

The amount of knowledge is too light or too heavy, not corresponding to the time distribution

The program includes minor questions that focus on details and memorization rather than practical exercises This approach leads students to concentrate solely on grammar formulas, hindering their ability to think critically and apply their knowledge during tests.

In a test, the same grammatical structures are repeated many times Besides, the answer may not be accurate due to the subjective editor or his/her unstable knowledge

In the question, there may be more than one correct answer

The expression is long-winded, bringing too many inappropriate materials into the question

The questions and answers given are not relevant

In the test section, the number of options given is not uniform Some questions have two options to choose but the others have three or four

There are errors in spelling or letters in a sentence, different font sizes or inconsistent typefaces.

Guidelines for writing a grammar test

1 The grammar used in the answer choices may be influencing how the students choose an answer Make sure all the choices are grammatically parallel In other words, if you ask, “Where does a rabbit live?”, phrase all your answers as prepositional phrases

A In a house B In a car C Under a bridge D In a warren

If you offer choice E dangerously close to the highway, it will obviously be incorrect because it is phrased differently from the other choices

2 Always give the possibility of either a or an when asking a question You can include the choice either in the question itself or in the answers

What does a rabbit eat for breakfast?

A a carrot B a protein shake C an egg D a piece of toast (or a rabbit eats a(n) _ for breakfast)

3 Keep all your answers around the same length If one answer is significantly longer or shorter than all the rest, it will likely be the best choice or an easy elimination Try to write about the same amount for each answer option to avoid giving away answers

4 Provide your students with experience with the types of questions with which you will be testing

Students should not encounter fill-in-the-blank questions or sentence correction tasks for the first time during a test It is essential that they have prior practice with these formats, allowing the assessment to focus on content mastery rather than the mechanics of the task.

5 Tell them ahead of time what will be on the test both in structure and in content

Informing students about the types of questions on a test does not negatively impact your role as a teacher or distort test results Providing this guidance encourages better preparation and leads to higher-quality assessments, as it prevents last-minute test creation Additionally, offering general content outlines—such as page numbers, lecture dates, or relevant book chapters—can further enhance student readiness without revealing specific questions.

6 Include the points each section is worth This way students can budget their time to be most impactful for them Neither you nor they want them to spend ten minutes struggling to answer a question of minimal importance Let them have full knowledge of what is weightiest as they take the test so they can prioritize as they take it

I Match the information in column A to its definition/explanation in column B

1 The most common way of testing grammatical knowledge is a because the teacher has to be aware of the variety of possible answers

2 Multiple choice tests have the advantage of being b to change the original sentence without changing the meaning

3 Completion item is c test a variety of structures

4 The advantage of completion items is d part of composition testing and training

5 Completion items can be used to e the multiple-choice test

6 In transformation item, testees are given a sentence and the first few words of another sentence f item in which the testees are given a sentence and a word which they need to fit into the sentence by changing the form of the word

7 Transformation item is difficult to grade g item in which the testees are asked to fill in blanks in sentences

8 Word changing item is h students' knowledge of different word forms and how they are used in sentences

9 Word changing item tests i easy to grade and being able to cover a lot of grammatical points quickly

10 Sentence combining exercises can play a part in testing grammar as well as its more traditional use as k that they test production, not just recognition

II Choose the best answer from the four options given (A, B, C, or D)

1 Which of the following is NOT included in the purpose of grammar testing?

A Tests of grammar aim to measure student’s abilities to manipulate structures

B Tests of grammar aim to measure student’s abilities to manipulate structures and distinguish appropriate grammatical forms

C Tests of grammar aim to measure student’s abilities to manipulate structures and distinguish appropriate grammatical forms from inappropriate ones

2 How many types of testing grammar are there?

3 How do you test grammatical knowledge using multiple choice?

A Giving testees a phrase and ask them to choose which of one or two alternatives has different meaning

B Giving testees a phrase and ask them to choose which of four or five alternatives has different meaning

C Giving testees a sentence and ask them to choose which of one or two alternatives has same meaning

D Giving testees a sentence and ask them to choose which of four or five alternatives has same meaning

4 Who must find a balance between giving enough context and giving too much?

A The test maker B The testees

C The test maker and the testees D A, B, C are not correct

5 What purpose of the test item designed in the following sentence?

“In order to being a good salesclerck, you mustn’t be rude to the customers”

A The test items may be designed to save space

B The test items may be designed in the form of dialogue

C The test items may be designed in the form of Error indentification / Correction

6 Which of the following is the correct statement about guidelines for writing MCQ?

A Each test item shouldn’t test only one thing

B The option mustn’t be attractive enough for some students to choose them

C Make sure students have to do test item to get the right answer Be sure you are testing other knowledge

D All the choices should be the same part of speech of function

7 What is the completion items?

A Completion items are items in which the testees are asked to fill in blanks in sentences

B Completion items are items in which the test makers are asked to fill in blanks in sentences

C Completion items are items in which the testees are asked to fix the incorrect sentences

D Completion items are items in which the test makers are asked to fix the incorrect sentences

8 “Sandy hasn’t been home in a long time It’s been a long time _” - What type of grammar item it is?

C Word changing item D Sentence combining exercises

9 Which is the correct statement about the word changing items?

A The testees are given a sentence and a word which they need to fit into the sentence by changing the form of the word

B The testees are given a sentence and a dialogue which they need to fit into the sentence by changing the form of the word

C The test makers are given a sentence and a word which they need to fit into the sentence by changing the form of the word

D The test makers are given a sentence and a dialogue which they need to fit into the sentence by changing the form of the word

10 What is a type of item in the following example?

“Ba dropped a cup It was new => Ba dropped a cup which was new.”

A Word changing item B Sentence combining exercise

C A & B are correct D A & B are not correct

III Fill in each gap below with NO MORE THAN THREE words

1 The grammar you use in your answer choices may be influencing how your students choose an answer Make sure all your choices are

2 In the grammatical question, It should have correct answer which are accurate The questions and answers given are relevant

3 Keep all your answers around the length If one answer is significantly longer or shorter than all the rest, it will likely be the best choice or an easy elimination Try to write about the same amount for each answer option to avoid give away answers

4 The test should not be your students have seen: a fill in the blank or made corrections to an incorrect sentence Your students should have practice with the form so you can test the content and not the form

5 Tell your students ahead of time what will be on the test both in and in content

6 Include the points is worth This way students can budget their time to be most impactful for them Neither you nor they want them to spend ten minutes struggling to answer a question of minimal importance Let them have full knowledge of what is weightiest as they take the test so they can prioritize as they take it

7 Make sure students have to do test item to get the right answer Be sure you are testing _ and not other knowledge

8 The option should exist as correct English: don’t make up words or _ for the options

9 For the purpose of a grammar test, the words which fit in the blanks should be words, such as articles and prepositions

10 Give your students with the types of questions with which you will be testing

IV Discuss the following questions

1.What are the guidelines for writing a grammar test?

2 State some problems when designing test grammar items

3 Name some types of tests in testing grammar Which types of tests do you like most and why?

Design a MCQ with 20 test items covering different aspects of grammar, basing on the present high school English curriculum in grade 10, 11 or 12.

TESTING VOCABULARY

Introduction

Testing vocabulary assesses a student's understanding of specific words and phrases It can evaluate both active and passive vocabulary To ensure clarity, vocabulary tests should avoid complex grammatical structures that may confuse the tester.

The selection of words for testing purposes varies by test, and when assessing students' class achievements, it is essential that the vocabulary tested is derived from the material covered in the course.

Vocabulary tests for placement or diagnostic purposes should encompass a broader range of words, especially when students come from diverse schools with varying syllabi and teaching methods In situations where students share a common educational background, words can be drawn from their specific courses However, for university placements involving students from different educational contexts, it is essential to select vocabulary from general word-frequency lists to ensure a fair assessment.

Vocabulary tests within proficiency assessments should encompass a wide array of words to ensure fairness in evaluating candidates from diverse nationalities and cultural backgrounds Many universities depend on commercial proficiency tests for admissions, making it essential that these tests assess various proficiency levels Additionally, including less common words allows high-level test takers to showcase their advanced language skills effectively.

Vocabulary test types

4.2.1 Multiple-choice Items (less difficult)

This section concentrates on four vocabulary recognition items:

In this type of recognition item, the stem is replaced by a picture for which the testee must choose the most appropriate word

Obviously, this type of item is not appropriate for every student, this type is most likely to be used in an elementary level

This item consists of finding the correct answer for the definition that is being given Type 3:

In this one, the stem consists of a lexical item which consists of selecting the best synonym or definition of a word

The complexity of vocabulary testing arises from the nuances of context, which can significantly alter the meaning of words that may have multiple interpretations Providing a comprehensive context is essential, especially for advanced learners, as it allows for a deeper understanding of subtle differences in word meanings However, a more extensive context can also lead to increased uncertainty when choosing the correct answer A common challenge in vocabulary tasks is that synonyms are not always interchangeable, often leading test-takers to mistakenly believe that similar words can be used in place of one another without consideration of context.

In stems like 1, 2, or 3, multiple answers may exist; however, for type 4, the context determines the item's meaning, which is crucial for test-takers to recognize.

4.2.3 Multiple-Choice items (more difficult)

The same guidelines are applied in the group B as in the group A; in some way it is more difficult to construct than the previous Group

Too little context is insufficient to establish any meaningful situation, while too much context may provide too many clues

I saw a nasty……… between two cars this morning

Multiple-choice vocabulary tests often utilize contextual clues that help identify grammatical cues, enabling test-takers to eliminate at least one answer choice.

While certain test items serve valuable purposes, they may primarily assess grammar and structure rather than vocabulary However, including a few questions on verb patterning within a vocabulary test can be justifiable.

I’m……… of getting a new job: I don’t like my present one

Sometimes many multiple-choice vocabulary tests consist largely of items such as the following and that these test only a knowledge of collocation

The television station was ……… with letters and phone calls after the announcement

The lack of emphasis on creating unexpected collocations in this item may discourage imaginative language use Creative handling of language often leads to unique collocations While collocations can be effectively tested without context, it is generally more beneficial to assess them within sentences for better understanding.

Dr Heston charges a high ……… for his services

If separated from such contexts as the preceding ones, these test items would read:

- Charge a fee/profit/salary/payment

- Say/talk/speak/tell lies

In this type of item, however, each context requires a normal reaction and takes no account of cultural differences

Emma cried out with ……… at the beautiful present Mrs White gave her

In view of such ambiguity, it is even more important than usual to provide a context for this particular kind of item

This is the most common type of multiple-choice vocabulary item It limits the test constructor to testing only the vocabulary associated with the topic

In the testing of word sets, the student’s familiarity with associations is measured Type 1: Recognition

Put a circle round the odd word in each list

Arrive Depart Go away Leave

Write down the particular subject which is connected with each group of words

Nursery Wrist Sister Track Lift Dial Bed Head Slope Face Ward Spool

Draw lines connecting the pairs of opposites

A B brave awake female expensive cheap succeed asleep cowardly fail male

In assessments, understanding a word's meaning is crucial, and knowing its opposite can indicate comprehension While matching items are simpler and faster to create than multiple-choice questions, the final option can become evident if the learner answers the others correctly To address this issue, it's beneficial to include more items in Column B than in Column A.

Which of the prefixes in Column A can combine with which of the words in Column B? Write out the complete words

A B over human trans national super flow dis form inter infect

The primary focus of this test is to determine if the participant recognizes the existence of the combined word, indicating an awareness of its meaning, although the test does not explicitly evaluate comprehension.

This section provides examples of vocabulary types encountered in specific tests While Types 1 and 2 are beneficial for classroom assessments, Types 3 and 4 tend to be artificial and should be avoided whenever possible.

Type 1: Word formation test items

(a) Write a word in each blank The word you write must be the correct form of the word on the left

(i) CARE Be when you cross the road

(ii) CRUEL To mistreat animals is a form of

(iii) INTEREST Do you think this book is ?

(iv) ENTER Can you show me the to the cave?

(b) Rewrite the following paragraph, putting in each blank the correct form of the word in capital letters

‘Can you spare a ……… ?’ Peter asked his brother He thought that he could detect a ……… Look of impatience on his elder brother’s face, but it was gone in an instant

‘I’m very busy at the ……….,’his elder brother said

‘What is it you want to speak to me about?’ he asked Peter Peter’s mind … went blank ‘I’ve forgotten,’ he said

‘Well, then it must have been nothing of……… importance,’ his elder brother said rather sarcastically

(a) Write in each space the best word to replace the words underlined in each sentence

(i) Tom went at once to the doctor's Immediately

(ii) All of a sudden there was a loud cry

(iii) I came across an interesting book

(iv) The boat is over fourteen feet in length

(b) In each space write one word that means almost the same as the word on the left The word you write must rhyme with the word on the right

An alternative approach can be designed to focus on antonyms instead of synonyms However, the phonological aspect, such as rhyming, may confuse participants rather than aid them, making it largely ineffective and unsuitable for most applications Ultimately, this activity resembles a game more than a formal assessment.

Rearrange the following letters to make words Then use each word in a sentence of your own so as to show the meaning of the word

This item resembles a crossword puzzle and may have limited utility in intelligence testing, but its effectiveness as a language assessment tool is questionable.

(a) Use each of the following words in a sentence so as to show the meaning of the word

(b) Explain the meaning of each of the underlined words in the following phrases

An archaic word a significant event

These item types hold limited value as they not only assess writing ability but also test knowledge of word meanings, a challenging task even for native speakers Expressing the meaning of a word in a sentence can be difficult, especially under test conditions, and may not accurately reflect a student's understanding of the word.

In summary, implementing these dynamic techniques significantly enhances vocabulary acquisition for students, fostering greater interest and engagement in the learning process By applying these methods, educators can effectively promote diverse and effective learning strategies that lead to improved vocabulary retention.

Completion tests are an effective method for assessing vocabulary knowledge, as they represent the most structured form of constructed-response items, providing minimal freedom in responses.

The task involves completing a sentence where a word, number, symbol, or series of words is missing Students must respond by constructing a complete statement that accurately fills in the gap This exercise encourages critical thinking and language skills, enabling learners to express their understanding effectively.

This test consists of a series of items which requires the testee to fill a word or phrase on the blanks

The completion item requires the student to answer a question or to finish an incomplete statement by filling in a blank with the correct word or phrase For example:

According to Freud, personality is made up of three major systems: the _, the _ and the _

Completion items have several advantages They:

• can provide a wide sampling of content

• can efficiently measure lower levels of cognitive ability

• can minimize guessing as compared to multiple-choice or true-false items

• can usually provide an objective measure of student achievement or ability

Completion items also have several limitations They:

• are difficult to construct so that the desired response is clearly indicated

• have difficulty measuring learning objectives requiring more than simple recall of information

• can often include more irrelevant clues than do other item types

• are more time-consuming to score when compared to multiple-choice or true- false items

• are more difficult to score since more than one answer may have to be considered correct if the item was not properly prepared.

Problems when designing a vocabulary test

The abundance of unfamiliar words in vocabulary tests poses a significant challenge for students Teachers often cannot accurately assess a student's vocabulary knowledge, leading to confusion when students encounter numerous unknown terms during assessments.

For example: Choose the best answer A, B, C or D to complete the sentences

A layer of greenhouse gases – primarily water vapor, and carbon dioxide – acts as a _ blanket for the Earth, absorbing heat and warming the surface

* There is more than one correct answer for each test item

For example: Odd one out: college, doctorate, degree, diploma

* The same type of vocabulary (part of speech) may be used many times

For example: Fill in each blank in the passage with the correct word from the box There are some extra words

(streams, features, control, complex, diversity, biodiversity, part, source)

Cat Tien National Park is a vital part of Vietnam's remaining wet tropical forests, making it significant on a global scale Its rich biodiversity has earned recognition from the WWF, which designated the park as one of 200 global ecological zones In 2001, UNESCO listed Cat Tien National Park as the 411th Biosphere Reserve Zone in the world.

Cat Tien National Park plays a crucial role in the socio-economic landscape of the region by actively participating in flood regulation Additionally, it serves as a vital forest protector for the water supply of the Tri An Hydro Electrical Power Plant, ensuring a steady source of freshwater for Dong Nai Province, Ho Chi Minh City, and Ba Ria – Vung Tau Province.

Cat Tien National Park is situated at the geological transition between the Southern-Central Highlands and the Southern plain, showcasing distinctive geological features from the end of the Truong Son Mountain Range in Southeast Vietnam.

* In the test section, the number of options given is not uniform

For example: Choose the best answer A, B, C or D to complete the sentences

1 The limestone in Phong Nha is not continuous, which has led to a particularly shape

2 Another thing that I was really impressed with Hoi An is the preservation of the whole town which is very amazing and very _

*There are errors in spelling or letters in a sentence, different font sizes or inconsistent typefaces

For example: Choose the best answer A, B, C or D to complete the sentences

Most houses in Hoi An are of _architecture dating from the 17 th to the 19 th century

Guidelines for writing a vocabulary test

- Test items should be contextualized to the experiences, realities of the students, and make sure students have enough time to do the test

- Test items should be focused on the content in the curriculum

- Make sure the answer is accurate

- The expression should be concise, bringing enough information into the questions

- The questions and options given should be relevant

- The number of options given in the test section should be united

- The option should exist as correct English; don’t make up words, wrong spelling, different font sizes or inconsistent typefaces

Effective vocabulary testing relies heavily on the careful selection of lexical items, making it a challenging task Traditional vocabulary tests often focus on words that are infrequently used in everyday conversation, which may not accurately reflect a person's practical language skills.

1) The first step for the test writer is to determinate the degree of the students’ active or passive vocabulary that he/she wants to test

2) The next task is to decide where the lexical items should be taken from, written or spoken language Selection of vocabulary can be thought of as falling into the following divisions according to the four major language skills

A comprehensive test can encompass all four divisions, but the test creator must consider the varying weight each division carries Typically, tests at a more elementary level feature a higher number of vocabulary items related to spoken language.

For test constructors, having all students follow a specific syllabus simplifies the assessment process This allows the test writer to effectively choose vocabulary from the syllabus, students' textbooks, reading materials, and common lexical errors found in students' free writing.

When creating proficiency tests, test constructors face challenges when students have followed different syllabuses These tests assess a student's suitability for specific tasks, often requiring the use of relevant lexical items To address this, constructors can select vocabulary from established wordlists, such as Michael West's "General Service List of English Words," the "Cambridge English Lexicon," and "The Right Frequency Count," which focus on written language.

But testing the extent of a student’s vocabulary is not the whole problem Control of the vocabulary at his disposal must also be measured

Also tests of vocabulary should avoid grammatical structures which the students may find difficult to understand

When writing a test of vocabulary Teachers should bear in mind that:

* Lexical items can be selected from the syllabus, the student’s text book, reading material, lexical errors taken from the written work of the students

* Tests of vocabulary should avoid grammatical structures which students may find difficult to comprehend

I Match the information in column A to its definition/explanation in column B

1 Multiple choice items a It presents students with two items separated into two columns and ask them to match items from the first column to the corresponding items in the second

2 Sets (associated words) b One word in the list doesn’t belong to the others

Circle the odd word in each list

3 Items involving synonyms c The task is presented in a sentence in which a word, a number, a symbol, or a series of words has been omitted Students are asked to finish the sentence by constructing a response that makes a complete statement

4 Rearrangement items d Based on the given word Ss must express the meaning of the word clearly

5 Definitions items e Each group of words is related to a particular subject Write down the particular subject which is connected with each group of word

6 Matching items f It requires the Ss to select the correct answer from among one or more of several alternatives or supply a word or two and that demands an objective judgment when it is scored

7 Word formation test items g In the testing of word sets, the student’s familiarity with associations is measured

8 Completion items h It requires Ss find the word that mean almost the same as the word is given

9 Recognition i It is a form of an objective assessment in which respondents are asked to select only correct answers from the choices offered as a list

10 Production j Ss must arrange the letter in order to make words

II Choose the best answer by circling the appropriate letter (A, B, C or D)

1.Which of the following is NOT on the vocabulary test?

C Word stress marking D More objective items

2 “ and said that the stucture of DNA is double helix.”

What is the type of the example above?

3 Which is the definition of sets (associated words)?

A In this one, stem consists of a lexical item which consists of selecting the best synonym or definition of a word

B In the testing of word sets, the student’s familiarity with associations is measured

C The task is presented in a sentence in which a word, a number, a symbol, or a series of words has been omitted

D This test consists of series of items which requires the testee to fill a word or phrase on the blanks

4 What is the main purpose of the vocabulary test?

A Help measure the student’s knowledge of the meaning of certain words and word groups

B Help encourage students to speak

C Ability to recognize and prounce the significant sound contrast of a language

D Ability to recognize and use the stress patterns of the tunes of a language

5 Vocabulary recognition items are suitable for:

C Upper-Intermediate level D Advanced level

6 Which type of test is very little used?

7 Which criterion is not mentioned in the guidelines for writting a vocabulary test?

A Designing test content B Designing test expression

C Designing answer key D Designing test form

8 Matching items belong to which type of test?

9 is the process or result of forming new words which derived from words or group of words with the same root

C Word formation test items D Definition

10 Testing vocabulary helps measure the students’

A knowledge of the meaning of certain words and word group

B experience of using right words and grammar

C abilities to manipulate structures and distinguish appropriate grammatical forms

III Fill in the gap with suitable words from the box rely grammatical based from broadest knowledge Therefore diagnostic However methodologies

Testing vocabulary is essential for assessing a student's understanding of specific words and phrases Vocabulary assessments can evaluate both active and passive vocabulary It's important for vocabulary tests to avoid complex structures that may be challenging for the tester to understand.

Vocabulary tests designed for placement purposes should encompass a broad spectrum of words When students originate from the same school or have been exposed to similar curricula, it is feasible to select vocabulary from their specific courses However, if students hail from diverse schools with varying syllabi and language-teaching methodologies, the vocabulary selection must reflect that diversity.

as may be the case in a university placement situation, then the selection must be more broadly (7) In these cases, words are often taken from word-frequency lists

Vocabulary tests in proficiency assessments should encompass a broad range of words Many universities rely on commercial proficiency tests for admissions control To ensure a fair evaluation for individuals from diverse nationalities, native languages, and cultures, these tests must include a variety of vocabulary Additionally, some words should be sufficiently uncommon to enable the highest-level test takers to showcase their advanced knowledge.

IV Discuss the following questions

1 Completion items can be used for the testing of vocabulary Discuss the advantages and limitations in applying this test type

2 Guidelines for writing a vocabulary test in terms of Designing test content

Design the following test items and share and compare with the partners basing on the present high school English curriculum in grade 10, 11 or 12

1 Design a MCQ with 5 test items to test vocabulary (words opposite in meaning)

2 Design a MCQ with 5 test items to test vocabulary (words similar in meaning

TESTING PRONUNCIATION

Introduction

This type of test aims to assess the following sub-skills:

 Ability to recognize and pronounce the significant sound contrast of a language

Recognizing and utilizing the stress patterns in a language's tunes is crucial for effective pronunciation The primary goal of testing pronunciation extends beyond mere evaluation and grading; it aims to encourage students to pay attention to this essential aspect of English Many learners often prioritize instrumental motivations for learning English, which leads to a neglect of pronunciation skills when they know it won’t be assessed.

Many individuals can articulate nearly all the correct sounds yet struggle to convey their ideas effectively Conversely, some may make several phonological and syntactical errors but still manage to communicate their thoughts clearly This raises the question: why is testing pronunciation so challenging?

Effective pronunciation testing primarily involves listening to the learner, but when this isn't feasible, alternative methods can be employed to assess segment and word stress It is essential to explore various strategies for evaluating pronunciation effectively.

Test types

Dictation serves as an effective method for assessing learners' pronunciation skills due to the interconnected nature of speaking and listening This approach is founded on the premise that if a learner mispronounces a word, they are likely to struggle with comprehension when it is pronounced differently.

Sound contrasts: Choose the best paraphrase or synonym

Students (Ss) hear “He bought a new cab.”

1 The man cleans the (ship) … a on the water b above the sky c in the wood

2 The man cleans the (sheep) … a yesterday b above the sky c in the farm

Sound contrasts: Choose appropriate response options

To effectively learn a new word, a language learner must engage with it multiple times and in various contexts Focusing on word stress can enhance this learning process by providing essential practice and interaction with the word.

 Why word stress is important

 Some 'rules' of word stress

Why word stress is important

Mistakes in word stress are a common cause of misunderstanding in English Here are the reasons:

Stressing the wrong syllable in a word can make the word very difficult to hear and understand; for example, try saying the following words: o O b'tell

O o hottle And now in a sentence:

"I carried the b'tell to the hottle."

Now reverse the stress patterns for the two words and you should be able to make sense of the sentence!

"I carried the bottle to the hotel."

Stressing a word differently can change the meaning or type of the word:

"They will desert* the desert** by tomorrow." o O desert*

Think about the grammatical difference between desert* and desert**

Even if the speaker can be understood, mistakes with word stress can make the listener feel irritated, or perhaps even amused, and could prevent good communication from taking place

When we stress syllables in words, we use a combination of different features

When you say the word "computer," emphasize the second syllable, which is key to its pronunciation By vocalizing it clearly, you allow the listener to recognize the stress pattern, enhancing understanding and communication.

A stressed syllable exhibits five key characteristics: it is longer in duration, louder in volume, features a higher pitch compared to surrounding syllables, is articulated more clearly with a purer vowel sound, and involves larger facial movements In contrast, unstressed syllables possess the opposite traits Understanding these rules of word stress is essential for effective pronunciation and communication.

There are patterns in word stress in English but, as a rule (!), it is dangerous to say there are fixed rules Exceptions can usually be found

 Here are some general tendencies for word stress in English:

Word Type of word Tendency Exceptions apple table happy two-syllable nouns and adjectives stress on the first syllable

O o apple hotel lagoon suspect import insult words which can be used as both nouns and verbs the noun has stress on the first syllable

"You are the suspect!" the verb has stress on the second syllable o O

"I suspect you." respect witness hairbrush football compound nouns fairly equally balanced but with stronger stress on the first part

Many students and teachers struggle with recognizing word stress A helpful technique is to concentrate on a single word, emphasizing its syllables one at a time For instance, practice the word "computer" by stressing each syllable in succession: o o 0 computer, 0 o o computer, o 0 o computer.

Encourage students to pronounce the word in various ways, emphasizing the stressed syllable while minimizing the unstressed ones After demonstrating these different pronunciations, ask the students which version they find to be the most appealing or natural-sounding.

By hearing the word stressed incorrectly, students can more easily pick out the correct version

Utilizing personal names as examples is an effective method to emphasize the significance of correct word stress for students I begin by introducing word stress with my own name, asking questions such as, "How many syllables are in my name?" and "Which syllable is stressed more, the first or the second?" This approach encourages students to engage with the concept by considering whether it’s pronounced as "Emma" or "Emma," thereby reinforcing their understanding of word stress.

Engaging students by asking about their own names creates a personal connection to the topic of word stress, making it memorable While improving pronunciation can be a lengthy and challenging process for both students and teachers, focusing on word stress can be enjoyable and ultimately enhance students' clarity and confidence in speaking.

Dictation exercises can take various forms, including complete passages that incorporate specific target words or individual words that focus on segmental or stress features.

2 Discrepancies: Testees are given a text from which target words have been replaced by minimal pairs; testees listen to the full passage and circles the words that are different in the text One precaution to take here is that the context should be as neutral as possible; a context that is too supportive will elicit the correct word even if the student’s pronunciation of it is faulty

Sound discrimination is a critical skill assessed through a listening test where participants identify and circle the words they hear The test includes pairs of similar-sounding words, such as "suck" and "sock," "but" and "bought," "seat" and "sit," "hut" and "hurt," along with contextual phrases like "Is that my pen or pan?" and "He was severely beaten or bitten by his wife." This exercise helps evaluate auditory processing and distinguishing between phonetic nuances.

In the sound comparison test, participants listen to pairs of words or sentences and determine if they are the same or different Examples include distinguishing between "suck" and "sock," "but" and "bought," "seat" and "sit," "hut" and "hurt," and identifying whether the phrase is "pen" or "pan."

5 Sound Definition: A word is heard, and several different definitions, including one that is correct for the word, are given Testees are asked to select the correct definition for the word they heard It implies lexis and grammar knowledge

1 bought a a vehicle that moves in the sea b past participle of buy c coordinating conjunction

6 Same Sound: The testees listen to a list of words and mark the ones that are the same

1 a pot b pot c port (he answers: a and b)

2 a bid b bit c bid (he answers: a and c)

7 Odd One Out: The testees listen to a list of words and mark the one that is different

1 a pot b pot c port (he answers: c)

2 a bid b bit c bid (he answers: b)

8 Gap-Filling: Testees listen to a sentence and select from a set of words the one they hear

1 Did you see the _you were looking for? a people b pupil c purple

2 He died at the age of a forty b fourteen c four

9 Sound Recognition: Testees receive a set of cards with words, the tester pronounces them and asks the students to show the corresponding card Testees may also pronounce some forms [s], [z] or [Iz]? books, schools, cats, churches, students’, plays, James’s[t], [d] or [Id]? wanted, added, jumped, robbed, increased, showed, carved

10 Regrouping: The testees are given a list of words and asked to regroup the words that have the same sound (it can be specified whether the common sound is a vowel or a consonant): let, say, gene, quay, meat, rate, maid, says, said

Problems when designing test items

When designing a test, it's crucial to ensure that the questions align with the average student's ability level A test that is overly simplistic fails to accurately assess students' comprehension of the material, while a test that is too challenging may be unmanageable even for advanced learners Therefore, it's essential to revise the test to strike the right balance and effectively measure students' understanding.

Consider the following example, the two questions in exercise 1 are designed for intermediate students

Exercise 1: Choose the word that has main stress placed differently from the others

Pronunciation questions should be straightforward, allowing students familiar with the material to identify the correct answers easily It is essential to avoid using trick questions that could mislead students into choosing incorrect answers.

Exercise 1: Listen, underline the syllabics that don’t have stress

Be sure that the instruction is not inadequate In the following example, the instruction must be “Listen to the word and circle the one you hear”

Exercise 1: Listen and choose the word

5.3.4 More than one best answer

To enhance clarity in assessments, it's crucial to avoid presenting multiple correct options, as this can confuse students about which answer is the most accurate While it's acceptable to include suitable distractors, they must be clearly incorrect in relation to the question stem For instance, consider exercises that involve words with identical spelling but differing meanings based on stress placement; excessive distractions and insufficient context can undermine their effectiveness.

Exercise 1: Choose the word that has main stress placed differently from the others

When designing test, avoid having grammatical and spelling mistake in the test Make sure that there must be right answer in each question

Exercise 1 Choose the word whose syllable will receive the primary stress in the words In the following example, there is no answer in question 1

Guidelines for designing an effective test

5.4.1 Be appropriate for every student’s level

The test should strike a balance between being manageable and appropriately challenging, catering to both lower and higher-level students It is essential to include engaging content and tasks that stimulate interest while incorporating some difficult questions to effectively assess student capabilities Additionally, the marking system should be straightforward to ensure clarity and ease of evaluation.

5.4.2 Avoid making mistakes in the test

Make sure that there is no grammatical and spelling mistake in the test

There must be right answer in each question

Underline the word that you require student to pronouce correctly

The instruction should be clear and easy to understand It should include the sample items so that students will be easy to understand and do it

Make sure that there is no mistake in the instruction

Eg I Choose the word that has different stress pattern from that of the rest

II Choose the word whose underlined part is pronounced differently from that of the rest

5.4.4 Evaluate one or two items per sentence

Evaluating multiple pronunciation points in a single sentence can lead to inaccuracies and inconsistencies in assessment To effectively measure student progress in mastering specific sounds, stress, and intonation, it is advisable to focus on only one or two features per sentence For instance, analyzing the contrast between the voiced "/ð/" and the "/d/" pronunciations in a sentence can provide clearer insights into a student's pronunciation skills.

Eg: My father feels quite bad about it (The student’s copy should not be underlined)

Incorporating tongue twisters and rhymes in the classroom can be fun, but assessments should prioritize the use of natural, everyday language The examples provided demonstrate authentic communication, while the subsequent items employ unusual language to evaluate juncture contrasts and the /br/ consonant cluster.

Eg: - I scream for the ice cream

-I bought the bread that his brother brings

5.4.6 Avoid signalling the point being tested

To accurately assess a student's typical English pronunciation, it is essential to avoid revealing the specific pronunciation focus during tests This is because students may perform well when concentrating on a sound but struggle in normal speech Using minimal pairs—words that differ by only one sound—can lead to unnatural sentence structures and may inadvertently indicate what is being evaluated, thus affecting the reliability of the assessment.

I Match the information in column A to its definition/explanation in column B

1 Dictation a The testees listen to one word or sentence and circle the one they hear

2 Discrepancies b A dictation exercise may appear indifferent forms First, a whole passage incorporating target words to be tested It may also consist of a set of individual words incorporating the segmental or stress features being tested

3 Sound Discrimination c Testees are given a text from which target words have been replaced by minimal pairs; testees listen to the full passage and circles the words that are different in the text

4 Sound Comparison d A word is heard, and several different definitions, including one that is correct for the word, are given Testees are asked to select the correct definition for the word they heard

5 Sound Definition e The testees listen to a list of words and mark the ones that are the same

6 Same Sound f Testees listen to a sentence and select from a set of words the one they hear

7 Odd One Out g The testees listen to a pair of words or pairs of sentences and indicate whether they are the same or different

8 Gap-Filling h The testees are given a list of words and asked to regroup the words that have the same sound (it can be specified whether the common sound is a vowel or a consonant): let, say, gene, quay, meat, rate, maid, says

9 Sound Recognition i The testees listen to a list of words and mark the one that is different

10 Regrouping j Testees receive a set of cards with words, the tester pronounces them and asks the students to show the corresponding card Testees may also pronounce some forms.[s], [z] or [Iz]? books, schools, cats, churches, students’, plays, James’s[t], [d] or [Id]? wanted, added, jumped, robbed, increased, showed, carved

II Choose the best answer by circling the appropriate letter (A, B, C or D)

1 As to recognize and pronounce the significant sound contrast of a language What assessment methods are most appropriate? a Testing pronunciation b Testing vocabulary c Testing reading d Testing listening

2 The testees listen to one word or sentence and circle the one they hear Which of the following is a type of assessment? a Sound Discrimination b Dictation c Discrepancies d Sound Comparison

3 The testees listen to a list of words and mark the one that is different, which of the following assessment tasks would be better? a Same Sound b Sound Definition c Gap-Filling d Odd One Out

4 Exercise “ Falling and rising tone” is to evaluate… a Stress b Grammar c Intonation d Vocabulary

Stressed syllables are characterized by several distinct features, including a higher pitch, increased loudness, clearer articulation, and larger facial movements Among these, the most notable aspect is that stressed syllables typically exhibit a change in pitch, making them stand out in spoken language.

6 What should the test have to classify students? a some difficult questions b open questions c matching questions d essay questions

7 The ideal communicative way of testing pronunciation is……… a to actually listen to the learner b practice speaking a lot c reading books d theory test

8 A useful strategy is……… - putting the stress on its different syllables in turn a to focus on two words b to focus on one word c to focus on vowel d to focus on final consonant

9 What is the name of this type? “The testees listen to a pair of words or pairs of sentences and indicate whether they are the same or different.” a Gap-Filling b Discrepancies c Sound Comparison d Sound Definition

10 What is the name of this type? “Testees listen to a sentence and select from a set of words they hear.” a Silent Letters b Matching c Odd One Out d Gap-Filling

III Fill in each gap below with NO MORE THAN THREE words

Word stress is a fundamental concept in pronunciation, defined as the varying levels of 'force' with which syllables in words are articulated Key rules include: a) only one syllable in a word can carry the primary stress, while others may exhibit secondary stress; b) stress solely impacts the pronunciation of vowels, as they are the core of syllables and inherently carry the stress; c) stress influences the articulation of vowels, which typically have distinct pronunciations based on their stressed or unstressed status.

In language, vowels can be pronounced in 'full' or 'reduced' forms based on their stress within a word A schwa (/ə/) represents a vowel sound that is always unstressed, meaning it cannot occur in a stressed position Additionally, long vowels and diphthongs are inherently strong and cannot be found in weak syllables; they must be placed in strong or stressed positions By understanding these principles, teaching stress in words and sentences becomes more effective, allowing learners to apply these rules as they enhance their speaking skills.

IV Discuss the following questions

1 There is an opinion “word stress is not important” Do you agree with this opinion? Why or why not?

2 What are the different types of word stress? Give examples

3 What are the guidelines for designing an effective test?

Design the following test items and share and compare with the partners basing on the present high school English curriculum in grade 10, 11 or 12

1 Design a MCQ with 5 test items to test sound difference

2 Design a MCQ with 5 test items to test stress difference

TESTING SPEAKING

Introduction

Testing speaking skills is essential for motivating students to engage in conversation However, assessing speaking proficiency poses challenges, particularly in large classrooms, as each student or pair of students needs to be evaluated individually in succession.

Ideally an oral test consists four phases:

1 Warm-up: usually not marked;

2 Level-check: getting an approximate idea of the learner’s proficiency level and the topics he/she feels comfortable in

3 Probes: actual rating starts only at this stage; the student is pushed up to or beyond his/her level of competence

4.Wind-up: rounding off the oral test by turning back to activities within the learner’s ability so as not to send him/her away with a feeling of failure

The criteria of marking speaking skills:

Effective communication involves both sharing and soliciting personal views in various contexts, whether informal or formal It requires confidence in navigating unexpected aspects of conversations and the ability to articulate ideas clearly and fluently.

 FLUENCY: Fluent mastery of the language, very few long pauses, general meaning clear, very few interruptions necessary

 LANGUAGE IN USE (Grammar): Accurate mastery of grammar, minor mistakes, precision in well-structure language

Test types

Type 1: Students are asked to construct a sentence following a certain pattern using the information that they are given They are usually given two or three examples first

Lan is often sick She tries to do exercise one hour per day (She wants to be more healthy)

Minh likes new shoes He has no money (He wishes he had money to buy the shoes.)

Type 2 In another of yours type of conversational exchange test, a situation is given but no guidance is given as to how to respond, and the student can respond freely

Congratulations to your friend on passing the driving test! In this type of assessment, students receive a prompt and can reply in various suitable ways Typically, these responses follow conventional norms, such as replying to requests or invitations.

- Let’s meet for a coffee tonight (I’m afraid I can’t/With pleasure.)

- Could you bring me some water? (Certainly/Sorry, I’m busy now.)

Pictures, maps, diagrams, and other types of visual material can be used to test speaking without requiring the testee to comprehend written or spoken material

A popular form of stimulus material in assessments is a sequence of images that narrate a story, typically accompanied by introductory sentences to guide the testee This approach challenges the testee to create a cohesive narrative An alternative method involves presenting the images in a random sequence to a group of testees, who then describe their images and collaboratively determine the correct order without revealing their pictures to one another, ultimately arranging them based on their collective decision.

A visual stimulus testing method involves two participants who are shown similar pictures with distinct differences Each participant describes their own picture and the variations it contains without viewing the other's image.

In addition to using pictures, it is possible to use charts, graphs, or other ways of visually organizing information, and the testee has to describe them

Oral interviews involve a conversation between a tester and a testee, where the tester uses a predetermined list of questions to evaluate the testee's language proficiency While interviews aim to simulate a natural conversation, the awareness of being tested and the structured roles can hinder authentic dialogue.

Role play assessments involve a testee and a confederate who receive specific information to simulate a real-life scenario During these exercises, testees are evaluated on their ability to effectively perform tasks, such as gathering information about course requirements This method allows testees to demonstrate essential communication skills that are applicable in real-world interactions.

To mitigate the challenges of oral interviews, students are often grouped in pairs or teams to complete collaborative tasks, such as quizzes, puzzles, or activities involving visual materials The primary objective is to encourage conversation for evaluation rather than to arrive at a "correct" answer This approach aims to create a less intimidating atmosphere compared to traditional interviews; however, it introduces the issue of variable control The dynamics of the activity heavily depend on the composition of the group; significant disparities in English proficiency or the presence of a dominant participant can greatly affect interaction While a skilled interviewer can maintain consistency across individual interviews, achieving the same in a group setting is considerably more challenging.

6.3.6 Problems when designing the speaking test items

The dual levels of assessment in speaking tests complicate the selection of criteria for evaluating students' abilities, as examiners must decide whether to prioritize specific speaking skills or overall speaking proficiency for functional purposes Test designers should clarify the purpose of the assessments, which should align with language learning objectives This clarity allows for the selection of appropriate testing types and approaches, such as discrete point tests, which evaluate individual language elements like pronunciation and vocabulary, or integrative tests, which assess the ability to utilize multiple skills simultaneously.

When designing oral tests, it is crucial for test designers to consider factors that influence communication success, such as listening skills, the ability to interpret tones and suprasegmental features, the initiative to seek clarification, and effective turn-taking Failures in speaking activities may stem from weaknesses in these areas, so it is essential for test designers to anticipate and address these potential issues during the assessment process.

In speaking tests, motivating students to engage in conversation can be challenging, as expected tasks may not yield the desired results To address this issue, it is essential to carefully design speaking tasks that align with students' proficiency levels and the assessment criteria Additionally, examiners can play a pivotal role by acting as partners in encouraging students to express themselves more freely.

There are some other reasons why it is difficult to assess speaking ability, which makes the test be avoided in practice Those reasons are:

Oral testing in Indonesian education is often overlooked due to its time-consuming nature, especially with average class sizes of 40-45 students and teachers managing multiple parallel classes This raises concerns about the feasibility of conducting speaking tests effectively Consequently, many educators resort to paper-pencil communicative tests as a substitute for assessing oral proficiency, despite these methods being indirect and less effective in evaluating true communication skills.

Engaging students in meaningful conversation can be challenging; however, it is important to recognize that while they may not provide entertaining or witty anecdotes, they can still meet essential criteria for effective communication.

+ (a) the student must have a chance to show that he can use the language for a variety of purposes (describing, narrating, apologizing, etc.)

+ (b) He must have a chance to show that he can take part in spontaneous conversation, responding appropriately to what is said to him and making relevant contribution

+ (c) He must have a chance to show that he can perform linguistically in a variety of situations, adopting different roles and talking about different topics

Assessing students' performance in oral proficiency tests requires clear criteria It's essential to establish standard guidelines to ensure consistency and fairness in evaluation.

Guidelines for designing a speaking test

Many daily activities involve speaking tasks, yet written exams often receive more emphasis than speaking tests This preference is largely due to the simplicity of designing and grading written assessments, where answers are typically definitive However, creating and evaluating speaking tests for ESL students presents unique challenges, as numerous factors must be considered To effectively assess students' progress in oral communication skills, it is crucial to focus on five essential points in the design of speaking tests.

When designing effective speaking tests, it's crucial to minimize your own speaking and allow students to take the lead in conversation Your primary role should be to listen, rather than participate, especially in group settings Only engage in speaking tasks when testing an individual student to ensure they have the opportunity to demonstrate their speaking skills fully.

Regularly remind students of the practical objectives they have achieved, such as "learning to discuss recent past activities," rather than focusing solely on abstract concepts like "learning the simple past." This approach helps reinforce their progress and keeps them engaged in meaningful language use.

The speaking test aims to assess students' abilities to communicate effectively in English-speaking environments and demonstrate their mastery of the objectives set at the beginning of the term When creating the test, consider the practical situations and everyday scenarios that students have learned to navigate during the course For beginners, your objectives may include fundamental communication skills essential for real-life interactions.

- Greet others and say where you’re from

- Talk about favorite food, drinks and eating habits

- Ask for clarification/ask someone to speak louder/more slowly

- Speaking English on the telephone

6.4.3 Include Different Types of Speaking Tasks

To effectively assess speaking skills, first identify the topics for testing and then outline the types of speaking tasks required Aim to include at least two different types of tasks, with three being even more beneficial One effective speaking task involves giving each student 60 seconds to discuss a specific subject, allowing for a variety of engaging activities.

+ Give them a short paragraph to read and ask them to report back in their own words (for example, a short celebrity bio)

They listen to a brief paragraph and then summarize it in their own words Provide them with a "topic card" that contains a specific question or subject, and they will discuss it in detail.

60 seconds, for example, “Tell us about the things you like to do in your free time”

For the second speaking task, organize students into pairs for an interview-style activity Assign them a topic, such as discovering each other's hobbies, with prompts like, "Find out what your partner enjoys doing in their free time." After the interviews, have each student share their findings with the class.

For the final speaking task, implement a role play exercise by distributing role cards that outline various scenarios For example, Role Card 1A might state: "You wish to invite your friend to the movies, but you need to determine the best day and time for them."

- Role Card 1B can say: Your friend wants to go to the movies but you’re busy on Monday, Wednesday and Friday evenings

To effectively grade students across various tasks, it is essential to prepare a comprehensive evaluation rubric Begin by determining the specific criteria for assessment, focusing on objective achievement, accuracy in grammar and usage, and the use of vocabulary, including expressions and set phrases This structured approach ensures a fair and thorough evaluation of student performance.

Give 10-9 points to students who communicate clearly and effectively and make practically no mistakes; 8-7 to those who make few mistakes; 6-5 to those who make enough mistakes so that they are not clear some of the time; 4-3 to those who were very hard to understand; and 2-1 who did not come even close to completing the task 6.4.5 Giving feedback

Feedback is as crucial as the test itself, often more significant than the score It’s important to evaluate whether students met the task objectives, such as gathering the required information, avoiding repetition of words, and recognizing grammar mistakes Additionally, assess their speaking balance—whether they spoke too little or too much Begin by highlighting their strengths, like using excellent vocabulary and correct expressions, before addressing areas for improvement, such as the need to focus on verb tense accuracy.

6.4.6 Criteria for assessing accuracy and fluency in a speaking test a) When marking for accuracy there are usually three criteria to look for:

- Grammar: the student uses correct word order, tenses, agreement…

- Vocabulary: the student has a range of vocabulary that corresponds to the syllabus year list and uses words teachers have taught

- Pronunciation: when the student speaks, most people will understand b) When marking for fluency, there are usually three criteria to look for:

- Lack of hesitation: the student speaks smoothly, at a natural speed

- Length: the student makes full sentences and can speak for more than 1 sentence at a time The student can put ideas together to form a message or an argument

Independence in language learning is demonstrated when a student encounters difficulties in finding the right words or expressing ideas in English Instead of relying on the teacher, the student creatively navigates these challenges by rephrasing thoughts in simpler terms This ability to maintain dialogue and ask questions not only showcases their resourcefulness but also highlights their confidence in communicating without direct assistance.

I Match the information in column A to its definition/explanation in column B

Conversational exchanges serve as testing scenarios where a tester engages the testee in dialogue Typically, the tester follows a prepared list of questions, while an evaluator—ideally someone other than the interviewer—assesses the testee's language proficiency throughout the conversation.

2.Using visual materials b.have three types:

Type 1: Students are asked to construct a sentence following a certain pattern using the information that they are given

Type 2 A situation is given but no guidance is given as to how to respond, and the student can respond freely Type 3 In other type of text, the student is given a stimulus sentence and can respond in any appropriate way, such as responses to requests, invitations, etc… 3.Oral interviews c.are that students are put together in pairs or groups that are given some task, such as the ones mentioned above in the section on using visual materials The point of these is not to find the “right” answer but to stimulate speech for the tester to evaluate

Role play tests utilizing visual materials like pictures, maps, and diagrams can effectively assess speaking skills without necessitating comprehension from the testee In addition to images, incorporating charts, graphs, and other visual formats allows the testee to describe and interpret information, enhancing both written and spoken communication assessments.

TESTING WRITING

Introduction

A teacher's primary responsibility is to create opportunities for writing and to encourage students in their writing endeavors Additionally, teachers must promote student success by monitoring writing to identify strengths and weaknesses, teaching targeted skills based on student needs, and providing constructive feedback to reinforce new skills and address ongoing issues These responsibilities highlight the importance of assessment as a crucial element of effective instruction Furthermore, certain conditions have been positively correlated with student achievement.

An effective instructional match between student characteristics and task requirements is crucial for successful learning outcomes Teachers should evaluate students' prior knowledge and current skill levels to ensure that assignments are relevant and tailored to their abilities This alignment fosters a more engaging and productive educational experience.

The degree to which the teacher actively monitors students' understanding and progress

The degree to which student performance is evaluated frequently and appropriately (congruent with what is taught).

Test types

There are many kinds of writing tests often used in the task of evaluating the written language The following are examples of writing test:

The process of joining two or more short, simple sentences to make one longer sentence - an alternative to traditional grammar instruction

There are two ways of combining sentences:

When combining sentences using connectives, we enhance our writing by showcasing our grasp of their meanings For instance, connectives indicating addition, such as "and," "moreover," and "furthermore," help to build upon ideas In contrast, words like "but," "however," and "nevertheless" introduce opposing viewpoints Additionally, connectives that signify results, including "so," "consequently," and "therefore," clarify the outcomes of actions or events By incorporating these connectives effectively, we create coherent and engaging sentences that improve the overall flow of our writing.

(i) She likes this dress She won’t buy it (but)

-> She likes this dress but she won’t buy it

 And putting one sentence inside the other (ii)

(ii) I’m surprised Nobody likes her (It……that)

-> It surprised me that nobody likes her

Definition: Sentence expansion is another kind of pre writing evaluation This can involve simply adding words such as adjectives and adverbs Or it can require adding phrases and clauses

-> His decision to quit his job surprised everyone that knew him

Definition: Sentence reduction, still another procedure used in evaluating pre- writing proficiency, often provides a cue word (as in the following examples) to show how to begin the new phrase:

He told us about a man who had a wooden leg (with)

-> He told us about a man with had a wooden leg

Her father, who is certainly the stingiest man I know, wouldn’t let us borrow his car (one word)

-> Her stingy father wouldn’t let us borrow his car

A gap-fill test is an educational exercise where specific words are omitted from a text, leaving blank spaces Participants are required to complete each blank by inserting the correct missing word or an appropriate alternative This type of activity enhances vocabulary and comprehension skills.

Gap-fill exercises represent a traditional and somewhat passive approach to language learning, serving as a useful tool for assessing student progress While they primarily focus on testing knowledge, these exercises can enhance students' active vocabulary when coupled with practical application of the target words in context.

Example: Place the right word into the space

Make sure you write (or copy and paste) the word exactly as it appears in the box and also don't leave a space after the word

Doing either of those things will mean it gets marked as wrong

Don't look below the bar chart exercise otherwise you will see an answer key at approximately

8 % the least school children are similar gender in percentages more than equal at the same level percentages for at only 5% around

33% is exactly 4% for bar chart illustrates

Place the correct word in the gap

The 1 information on the quantity of drugs 2 in

New Zealand take, divided by 3 and measured 4

Hashish and marijuana are more commonly used compared to other drugs, while LSD and medical drugs have different usage patterns Notably, boys tend to use drugs more frequently than girls across six out of seven substances listed, although both genders show similar usage rates for cocaine.

To begin with, boys use more hashish or marijuana than girls at 8 and 29% respectively Following this, boys take heroin, opium or morphine 9 but girls 10

Amphetamines and solvents are used by 2% of boys and 3% of girls, while LSD and medical drugs show a similar usage pattern with 1% for girls and 3% for boys Additionally, cocaine usage is reported at 4% among both genders.

The 1 bar chart illustrates information on the quantity of drugs 2 school children in New Zealand take, divided by 3 gender and measured 4 in percentages Overall, it is immediately apparent that hashish or marijuana is used 5 more than any of the other drugs, whereas LSD is used 6 the least At first glance we can see that boys take more drugs than girls for 6 out of 7 of the drugs listed, however an 7 equal number of boys and girls take cocaine

To begin with, boys use more hashish or marijuana than girls at 8 around 33% and 29% respectively Following this, boys take heroin, opium or morphine 9 at approximately 8%, but girls 10 at only 5%

The usage percentages of amphetamines and solvents are comparable between genders, with 2% for girls and 4% for boys Similarly, the rates for LSD and medical drugs are identical, showing 1% for girls and 3% for boys Additionally, both boys and girls exhibit equal cocaine usage at 4%.

In IELTS Writing Task 1, accurately describing numbers is crucial How proficient are you in this skill? Test your abilities with the following exercise by filling in the blanks with the words: spent, spending, for, on, at, of, accounted, contributed, was (x2).

Household transport expenses ranked highest, averaging £63 per week This total comprised £21.10 for vehicle purchases, £31.80 for operating personal transport (including petrol, diesel, repairs, and servicing), and £10.50 for transport services like rail, tube, and bus fares Additionally, food and non-alcoholic drink purchases contributed £51 to weekly household expenditure, with £13.10 spent on meat and fish, £3.70 on fresh vegetables, and £3.00 on fresh fruit Non-alcoholic drinks accounted for £4.00 of the weekly expenditure, while £2.10 was allocated to chocolate and confectionery.

One effective exercise for enhancing language proficiency is constructing sentences using new vocabulary words By encouraging students to incorporate these words into their sentences, they can significantly improve their understanding and usage of the language.

Example: Write these notes as full sentences Put the verbs into the correct form

I / spend / last week / try / find / job

I / see / interesting / job/ shoe factory

I / go / interview / but / not / get/ job

Example: Correct the facts: Rewrite the sentences so that they match the picture

At the market, I saw an old woman sitting in a chair She was selling eggs It was raining …

Example: Write a letter to thank your teacher for his or her special help and care to you during the time you study in high school

Consider the format of a thank-you letter below when writing

3 Stating the usefulness/ benefits of the special health and care

Example: Write a short paragraph about your own hobby, using the prompts given

1 What is your hobby? Writing a social note

2 What activities does your hobby involve? Colleting things or creative work?

3 How do you enjoy your hobby?

Problems when designing writing test items

- The teacher can not mark the lesson objectively because students can express many different ideas

- Multiple choice questions can be difficult for teachers to write, especially if you want students to go beyond recall of information

- Students may have to read the various options to know what the question is asking

Essay and short-answer questions are simpler to create than multiple-choice tests, but they present challenges in scoring due to their time-consuming nature Additionally, the grading of essay tests can be inconsistent, leading to variations in scores for the same response depending on the reader or the timing of the evaluation.

- Essay questions differ from short answer questions in that the essay questions are more structured for students to do.

Guidelines for designing a writing test

To enhance student writing skills, each assignment should require them to engage in a multi-step task that incorporates various writing functions This approach discourages rote memorization and encourages deeper understanding by moving beyond the simple act of writing about a single memorized topic.

When designing a writing task, ensure it is sufficiently lengthy to assess students' writing abilities without demanding excessive imagination, as the primary focus is on evaluating their written English skills rather than their creative writing talents.

- Marking must be standardized All markers must mark several students’ works together until they agree on what marks to give

- Marking is divided into 2 parts:

+ How well the students complete to task

+ How well the students use English

I Match the information in column A to its definition/explanation in column B

1 There are many kinds of writing tests often used in

2 Sentence expansion is B In which words are removed from a text and replaced with spaces

3 A gap-fill test is an exercise C students can express many different ideas

4 Two ways of combining sentences are

D Be standardized and several students’ works together until they agree on what marks to give

5 Make sure the writing task is long enough

E The task of evaluating the written language

6 Making sentences F One common exercise with vocabulary words Students are given new words and encouraged to use them in sentences

7 Sentence combining G to get a good sample of students’ writing without making them use their imaginations too much – it is a test of written English, which requires length, but it is not a test of creative writing

8 The teacher can not mark the lesson objectively because

H Another kind of pre writing evaluation

9 Essay and Short-answer questions are easier to design than

I Combining by adding a connective and putting one sentence inside the other

10 Marking must K The process of joining two or more short, simple sentences to make one longer sentence

- an alternative to traditional grammar instruction

II Choose the best answer from the four options given (A, B, C, or D):

1 Which of the following is about A teacher's first responsibility for writing?

A Provide opportunities for writing and encouragement for students who attempt to write

B Promote students' success in writing

C Is an appropriate instructional match between student characteristics and task characteristics

2 Which is type of exercise in which words are removed from a text and replaced with spaces?

A Sentence expansion B Making sentences C Gap-filling D Correcting facts

3 How to design a writing test?

A Each writing item should get students to complete a task involves several steps and which makes them perform more than one written function It should not be simply to write about a single topic they have memorized This prevents rote learning

Ensure that the writing task is sufficiently lengthy to obtain a comprehensive sample of students' writing abilities, while avoiding excessive reliance on their imagination This assessment focuses on evaluating written English skills, necessitating substantial content, but it should not be viewed as a creative writing exercise.

C Marking must be standardized All markers must mark several students’ works together until they agree on what marks to give

4 Who must make sure the test is a test of written English, which requires length, but it is not a test of creative writing?

A The test maker B The testees

C The test maker and the testees D A, B, C are not correct

5 What kind of questions are easier than MCQ?

C Short-answer questions D B & C are correct

6 Which of the following conditions are positively correlated to pupil’s achievement?

A The degree to which there is an appropriate instructional match between student characteristics and task characteristics

C The degree to which the teacher actively monitors students' understanding and progress

D Marking must be standardized All markers must mark several students’ works together until they agree on what marks to give

7 What is problem when designing a writing test?

A The teacher can not mark the lesson objectively because students can express many different ideas

B Asking student do homework regularly

C Asking student do exams in last week or last month D All is correct

8 What does a teacher should do when designing a writing test?

A Teacher gives simply to write about a single topic

B Teacher gives simply to write about a many difficult topics

C A & B are correct D A & B are not correct

9 What does a teacher should not do when designing a writing test?

A Giving familiar topics B Giving difficult topics

C Giving strange topics D A, B &C are correct

10 How important is it to test students’ writing?

A Make sure students have to do writing test to get the right answer Be sure you are testing language and not other knowledge Speacilly, helping student understand to put theories of grammar into writing

B The teacher does this by carefully monitoring students' writing to assess strengths and weaknesses, teaching specific skills and strategies in response to student needs, and giving careful feedback that will reinforce newly learned skills and correct recurring problems

C A & B are correct D A & B are not correct

III Fill in each gap below with NO MORE THAN THREE WORDS:

1 The teacher can not mark the lesson objectively because students can express many

2 can be difficult for teachers to write, especially if you want students to go beyond recall of information

3 Students may have to read the various _ to know what the question is asking

4 While essay and short-answer questions are easier to design than multiple-choice tests, they are more difficult and time-consuming to score Moreover, can suffer from unreliable grading; that is, grades on the same response may vary from reader to reader or from time to time by the same reader

5 Essay questions differ from in that the essay questions are more structured for students to do

6 Each should get students to complete a task involves several steps and which makes them perform more than one written function It should not be simply to write about a single topic they have memorized This prevents rote learning

7 Make sure the _ is long enough to get a good sample of students’ writing without making them use their imaginations too much – it is a test of written English, which requires length, but it is not a test of creative writing

8 Marking must be All markers must mark several students’ works together until they agree on what marks to give

+ How well the students complete to task

+ How well the students use English

10 Working with gap-fill exercises is a more traditional, rather passive-reproductive type of approach, _ can also be used to assess how much learning has taken place

IV Discuss the following questions

1 How many types of writing test are there?

2 How do teachers test students' writing ability?

3 Many students think that writing is one of the unnecessary skills in using language in life? Do you agree? Explain your opinions

Design the following test items and share and compare with the partners basing on the present high school English curriculum in grade 10, 11 or 12

Design a writing test consisting of

1 Sentence building with 5 test items

2 Sentence transformation with 5 test items

TESTING LISTENING

Introduction

Listening assessments serve a dual purpose: evaluating a student's listening abilities and informing decisions about their skills By engaging in these assessments, students develop essential listening skills needed to understand various forms of discourse, including lectures, conversations, interviews, and discussions.

The article emphasizes the importance of helping students comprehend short texts that reflect authentic native-speaker speech, while also enhancing their knowledge and mastery of high-frequency language items It highlights the challenges students face in distinguishing sounds in a foreign language, particularly when certain phonemes are not differentiated in their native language Consequently, teachers can assess students' ability to discriminate between phonemes to improve their language skills.

Listening tests can effectively assess students' ability to recognize stress and interpret variations in intonation Additionally, educators can evaluate students' comprehension of individual sentences and dialogues to gauge their understanding.

Listening questions can be integrated with both speaking and writing activities, requiring you to respond verbally or in written form after hearing a conversation, speech, or recording While pre-listening questions may be present, the majority of inquiries typically occur post-listening These questions often take the form of multiple-choice options, enhancing engagement and comprehension.

Here are some specific types of questions you may come across:

- Question response: You hear one statement or question and you have to choose the next line from a second speaker or respond with your own voice

- Main idea: Describe the gist or main idea behind a lecture, conversation, speech, etc

- Detail: Answer who, what, where, when, how, why questions about what you heard

- Inference: Draw your own conclusions about what you heard

- About the speakers: Respond to questions about the speaker based on what he or she talks about

- Pictures: Listen to statements about a photograph Determine which one best describes the image.

Test types

Discriminating sounds in a non-native language can be challenging, particularly when those sounds are not differentiated in the individual's native tongue Phoneme discrimination, the ability to distinguish between various sounds, can be assessed through specific testing methods One effective approach involves presenting test subjects with a picture and having them listen to four similar words, requiring them to identify the word that corresponds to the object in the image This method ensures that the alternative words are closely related to the correct answer, enhancing the assessment's effectiveness.

Finding commonly used words with similar sounds can be challenging, and unfamiliar words may not serve as effective alternatives One approach is to present testees with four pictures and ask them to select the one that corresponds to the word they hear Another option is to provide three words and have them identify the two that are the same Additionally, testees can listen to a spoken sentence and determine which of four similar words was used.

Test items that consist of complete sentences pose a challenge, as participants can rely on both phoneme discrimination and their understanding of grammar and vocabulary If one of the answer choices is grammatically or semantically incorrect within the context of the sentence, test-takers who recognize this discrepancy gain an unfair advantage.

This discrimination item serves as a diagnostic tool to identify students' difficulties in distinguishing between phonemes, but it does not provide insights into their ability to comprehend spoken English.

Recognizing stress in sentences can be evaluated by having participants listen to a sentence while reading it simultaneously, with instructions to identify the word that carries the main stress Although understanding stress patterns is beneficial in English, this testing method lacks contextual relevance Participants must differentiate between the sentences "John is going today" and "John is going today," yet they are not required to comprehend the meaning behind the variations.

The ability to comprehend intonation differences can be assessed by having participants listen to a statement and select from three possible interpretations For instance, when presented with "Vera is a wonderful musician," listeners must determine if the speaker is being straightforward, sarcastic, or asking a question However, in neutral contexts, ambiguity can arise In genuine communication, listeners rely on background knowledge, context, and intonation to accurately interpret the intended meaning of an utterance.

Teachers can assess students' comprehension of sentences and dialogues by using a straightforward method where students listen to a spoken sentence and select the written statement that best matches its meaning from four options.

Spoken: I had hoped to visit you while I was in New York

A I was in New York but did not visit you

B I will be in New York and hope to visit you

C I visited you in New York and hope to again

D I am in New York and would like to visit you

Another type of assessment involves testees listening to an utterance and selecting the most suitable response from four options This approach does not directly inquire about the meaning of the utterance; instead, it evaluates the testees' comprehension by requiring them to identify the correct response This method effectively assesses both listening skills and understanding of appropriate responses in conversational exchanges.

An example of this type of item is as follows

Spoken: Would you mind if I visited you next time I came to New York?

A Yes, of course I'd love to visit New York

B No, I don't really think that much of New York

C Yes, I would You can come any time

D No, not at all I'd really love to have you

For optimal clarity, it's advisable to limit the responses to three when speaking the initial statement and its replies Managing four responses can become challenging, potentially hindering effective communication.

In this example, the phrase "Would you mind if I " serves as a polite request for permission, where a positive response typically starts with "no (I don't mind)." This construction presents a unique challenge, as it necessitates two distinct types of knowledge, leading to some debate among theorists regarding its effectiveness as a test item Critics argue that while testees may comprehend the question, they might struggle with formulating an appropriate response, highlighting the complexity of this item type.

8.2.4.1 Matching and True/False Tasks

Visual materials can enhance listening tasks by providing testees with pictures or charts alongside spoken true/false statements, allowing them to determine the accuracy of the statements Alternatively, testees may match a series of images with corresponding spoken descriptions Additionally, listening to a short dialogue can help testees identify which picture corresponds to the conversation.

Using visual materials for testing listening skills offers the benefit of focusing primarily on listening without heavily engaging other skills, which some testers may view as advantageous However, it's important to note that this method cannot completely eliminate the involvement of other skills Additionally, these tests may not accurately represent the types of listening experiences encountered in real-world situations.

Using maps as visual materials can enhance listening tests by engaging testees in interactive activities One effective method involves having participants listen to verbal directions and track their route on a map, either by drawing it or marking their final destination Alternatively, testees can listen to conversations that reference different locations on the map, requiring them to identify those locations This approach not only tests listening comprehension but also promotes active participation.

Testees can engage in drawing tasks by following specific instructions, such as completing a simple line drawing or adding furniture to a diagram of a room To ensure the drawing task remains manageable, it should be kept simple, avoiding overwhelming demands on the testees Incorporating these activities into a simple story can enhance interest, although the effectiveness may vary based on the testees' levels Additionally, it is essential for students to practice this type of activity prior to being assessed.

8.2.5 Tasks Involving Talks and Lectures

Students in English-medium schools must often listen to lectures or talks in English, requiring them to take notes and respond to questions Consequently, listening tests may include both formal and informal presentations.

Problems when designing a listening test

8.3.1 Recorder material- not easily available

Recorder material is a must-have equipment in test listening Howerver, preparing this is difficult with unexpected situations, such as:

- The radio/ recording tape doesn’t work

- There is no electricity supplying for

Test designers may get confused to decide which recorder is best for students to listen since students have to cope with variety of British, American, Australian, …accents

Therefore, test designers try to avoid choosing some recording that is hard for students to hear

8.3.2 Difficult to design test tasks

Listen to the recording and choose the best answer

I finished the assignment a week ago

A It takes me a week to do the assignment

B My assignment was completed last week

C I do the assignments every week

D We can go after I've finished the assignment

 In this example, the problem is that there aren’t any correct answers here If you choose option A, it should be: “It took me a week to do the assignment”

 So, before designing a test listening, it’s important to listen to the tapes for several times or read the transcript first to understand it clearly

Aurelia: Who’s that boy over there, Hannah?

Hannah: That? Er, that’s my brother, Jem

Hannah: Yes, and that’s his girlfriend, Lucy The pretty girl with the long, brown hair Aurelia: Oh, right So, you’ve got a brother?

Hannah: No, I’ve got two brothers Jem and Alex

Aurelia: Really? And how old is Alex?

Hannah: Alex and Jem are twins, they’re both 15

Aurelia: 15, mmm and does Alex look like Jem?

Hannah: They’re exactly the same! They’re both tall and thin They’ve both got short, brown hair, green eyes and big ears!

Aurelia: They’re not big I think they’re cute And has Alex got a girlfriend

Ex: Listen to the dialogue and decide whether the following statements are True (T) or False (F)

1 _ Lucy has short brown hair

2 _ Jem and Alex are both fifteen years old

The issue in this example lies in the test designer's approach, as students are presented with only two statements to determine their truthfulness while listening to an extensive dialogue To enhance the assessment, additional statements should be included to better evaluate students' comprehension.

8.3.3 Difficult to select appropriate passages

Sometimes, the test designers have got trouble in finding the right passage For example,

Anne rides her bike to work to save money on bus fare

The answer to this question is:

A Anne called after we arrived

B Anne won't call before we leave

C Will Anne phone before coming?

 Apparently, the sentence in recording isn’t any relevant to the given options so they can’t choose the best one for it

When creating listening test tasks, incorporating visual materials such as pictures, charts, graphs, or maps can effectively enhance comprehension and visualization However, it is essential to use these visuals correctly to avoid confusion and ensure clarity in the presented information.

 Using the inappropriate visual aids can make students confuse the answer presented between what they see in the pictures and what they hear through the content of passage

Testing listening proficiency becomes increasingly complex as learners advance, making it challenging to isolate listening from other skills This integration can place significant demands on test-takers Moreover, certain listening assessment methods may not accurately represent real-world listening scenarios Therefore, educators must consider these challenges when selecting appropriate listening tasks.

Guidelines for designing a listening test

Students should always listen to each item twice

Every student should be able to hear the tape/ teacher’s voice equally well, regardless of where they sit in the classroom The quality of the tape must be clear

The pace of speech should strike a balance, avoiding both excessive speed and distortion from being too slow Listening segments should be concise yet sufficiently lengthy to highlight essential details, incorporating repetition of key facts, natural hesitations, and some redundancy It's crucial to mimic natural spoken English as closely as possible, ensuring that critical information is gradually revealed throughout the dialogue or monologue rather than presented all at once.

I Match the information in column A to its definition/explanation in column B

1.The simplest form of matching and

True or False Task a They can be given a simple line drawing and be asked to complete it according to certain instructions

2 The multiple choice questions require in the tasks Involving Talks and

Listening assessments serve a dual purpose: to evaluate the test taker's abilities and to inform decisions based on their performance A common method in these assessments involves presenting students with visual aids, such as pictures or graphs, alongside true/false statements to enhance understanding Additionally, phoneme discrimination can be tested by having participants listen to an utterance and select the most appropriate response from four options This approach helps clarify the relationship between auditory information and visual cues, reducing potential confusion among students.

6 To answer the listening map test f is to have the testees look at a picture and listen to four words and decide which word is the object in the picture

Sentences and Dialogues g About the speakers

8 if choosing the wrong Using visual materials h is to have the testees listen to the talk and then fill in the blanks in a written summary of the talk

9 One of the possible question types in the listening test i May require a lot of reading, something that may also be a problem

10.An exercise form of the drawing test k They can respond by drawing the line to be pointed, listening to the location identified on the map or article

I Choose the best answer by circling the appropriate letter (a, b, c or d)

1 How many test types of testing listening? a 2 b 3 c 5 d 6

2 is Draw your own conclusions about what you haerd a Inference b Detail c Main idea d Picture

3 Which is not specific types of questions? a Main idea b About the speakers c Map Tanks d Question response

4 Listening questions are combined with activities a Speaking b Reading c Writing d Both a and c

5 Listening questions are often a Grap filling b Mutiple choice c Matching items d Guideline

6 How many tasks using visual materials? a 5 b 3 c 4 d 1

7 When designing a listening test, what does a teacher should do? a Preparing the radio/ recording for students listen because they have to deal with many British, American, Australian, etc accents b test designers try to choosing some recording that is hard for students to hear c C A & B are correct D A & B are not correct

8 How many times are students often allowed to listen in the exam? a 1 b 2 c 3 d 4

9 What teacher need understand when designing a listening test a Every student should be able to hear the tape/ teacher’s voice equally well, regardless of where they sit in the classroom b Information that carries the answer should not all come at once: it should be spread out over the dialogue or the monologue c The speed of the voices should not be too fast, but not so low that it is distorted d A, B & C are correct

10 What teacher need prepare the radio/ recording for students listen? a The speed of the voices be simple but fast b The speed of the voices be low but difficult c The quality of the tape must be clear.The speed of the voices should not be too fast, but not so low that it is distorted d All are correct

III Fill in each gap below with NO MORE THAN THREE words

In listening tests, incorporating visual materials such as pictures, charts, or graphs can enhance assessment effectiveness One straightforward method involves presenting testees with a visual alongside spoken true/false statements, prompting them to determine the accuracy of the statements based on the visual Alternatively, testees can match a series of similar images with corresponding spoken sentences Listening to short dialogues instead of isolated statements allows testees to identify which image corresponds to the dialogue Utilizing visual aids in listening assessments not only engages testees but also provides a clearer context for evaluating their comprehension skills.

One effective assessment activity involves having participants listen to directions and follow along on a map, which they can represent by drawing their route or marking their endpoint Another option is to have them listen to a description that references various map locations, prompting them to identify these spots accurately Additionally, testees can engage in drawing tasks based on specific instructions, such as completing a simple line drawing or adding elements like tables and bookcases to a room diagram It is crucial to keep these activities straightforward to ensure that the tasks themselves do not overwhelm the participants.

Incorporating activities into a simple narrative enhances engagement, particularly for varying test levels Moreover, it is essential for students to practice this type of exercise prior to its implementation in a formal test setting.

IV Discuss the following questions

1 Why is listening assessment important?

2 How many test types did you check?

3 Some types of tasks make use of visual materials along with the spoken material to test listening The simplest form of this task is to present testees with a picture or other visual information (a chart, graph ….) along with spoken true/false statements Do you agree with this idea? Explain the matter

Design the following test items and share and compare with the partners basing on the present high school English curriculum in grade 10, 11 or 12

Design a listening test question with 5 MCQ test items and 5 True/false statement test items, including the tapescript

TESTING READING

Introduction

9.1.1 Reading test to activate and reinforce other skills

Reading, like oral dialogues, short compositions, and listening activities, effectively reinforces grammatical structures, introduces new vocabulary, and enhances pronunciation skills Additionally, it provides valuable writing models for learners to emulate.

9.1.2 Reading to become a better reader

Reading is a crucial skill, and adult language learners often possess literacy in their native language, allowing them to transfer their advanced reading abilities to learning English Engaging in reading activities in English not only activates these existing skills but also enhances their proficiency in both languages Key reading skills such as skimming, scanning, predicting, and detailed comprehension are essential for their development as effective readers.

9.1.3 Reading test to develop critical thinking skills

This is important to address because when teaching English for general purposes, it can be easy to dismiss reading as an activity more suited for an academic environment

Critical thinking skills are essential for effective communication in various contexts, whether it's during a phone conversation or drafting a business plan These skills enable individuals to prioritize information, draw conclusions, make comparisons, and infer meanings Engaging in reading offers valuable opportunities to develop and enhance these critical thinking abilities.

Students should ideally discover not only the usefulness but also the pleasure of being able to read in a second language.

Test types

True/false questions are a popular choice for progress tests due to their quick construction and easy marking However, a significant drawback is that test-takers have a 50% chance of answering correctly, which often results in a facility value of around 75% This can hinder the test's ability to effectively differentiate between high and low-level students, particularly if the number of questions is limited.

To effectively address the problem of guessing in assessments, two strategies can be employed The first method involves implementing a penalty system where correct answers earn two points and incorrect answers result in a one-point deduction Alternatively, introducing a third option indicating that certain information is not present in the reading can be beneficial However, crafting these questions can be challenging, as it requires distinguishing between information that can be reasonably inferred from the text and details that are entirely absent.

There are two categories of true/false questions: those independent of a passage and those reliant on it Independent questions assess the test takers' comprehension of the question's language and typically cover general knowledge that all students should be familiar with, such as the statement, "Japan is smaller than the United States." It's essential that all statements are within the common knowledge of the testees.

True/false tests based on reading passages require test-takers to read a passage and answer questions directly related to it While commonly used for elementary students, these tests can also be tailored for intermediate and advanced learners The primary goal is to assess comprehension of the passage rather than the questions, making it essential for the questions to be clear, concise, and easily understandable.

True/false questions should rephrase the original text or highlight potential misunderstandings, avoiding identical wording unless the test is designed to be exceptionally easy This approach ensures that statements are not merely repetitions of the text.

“always” or “never” are usually false, these words should be avoided in the true/false statements

Multiple choice tasks, like true/false questions, are easy to mark They have the advantage over true/false questions that there are more than two (or three) alternatives

Creating multiple choice questions typically involves providing four or five answer options However, crafting plausible yet incorrect alternatives can be challenging It’s essential that all options appear reasonable while clearly being incorrect, which often complicates the writing process.

One type of multiple-choice item has a sentence or a few sentences, and testees choose from four words the one that fits in the context For example:

We are moving to a city that has good schools, some nice parks, and safe streets It is a good (environment/ aura/ background/ medium) to raise children

This question format is suitable for test-takers at different proficiency levels When assessing vocabulary, it's important to use simple context sentences while varying the difficulty of alternative words based on the expected proficiency of the participants.

Another form of multiple-choice question presents a sentence to test-takers, who must identify which of four provided sentences conveys the same meaning This task assesses the comprehension of grammatical structures.

Multiple choice questions serve as an effective tool for assessing comprehension of a reading passage Test-takers may encounter either a brief passage accompanied by a single question or a more extensive text with multiple inquiries.

Creating effective multiple-choice questions can be challenging The wording of the options should not mirror the text and must address potential misunderstandings All answer choices should be similar in length and complexity to avoid giving away the correct answer Incorrect options should not be opposites of the correct one, as this can lead to guessing Additionally, alternatives should differ significantly in meaning to ensure clarity The questions should rely solely on the text's information, not on the test taker's prior knowledge It's essential that all options are grammatically correct, as the focus is on reading comprehension rather than grammar While "all of the above" and "none of the above" can be effective choices, their usage should be varied to maintain unpredictability in answers.

While focusing on facts and figures can be tempting, it is essential to assess information that can be inferred from the reading passage Additionally, test items should encourage test-takers to synthesize information from multiple sections of the text.

Pretesting multiple choice questions is crucial, as it helps identify potential issues such as multiple correct answers that may not be immediately obvious Gaining a fresh perspective on the questions can reveal these nuances and ensure clarity in the assessment.

Short answer questions are an effective method for assessing reading comprehension, as they necessitate active production of responses instead of simple recognition However, these questions pose a greater challenge for grading compared to true/false or multiple-choice formats Educators must navigate a variety of responses, which may include correct, incorrect, and partially correct answers, requiring careful evaluation and decision-making in the marking process.

Short answer questions frequently require test-takers to provide responses based on information found in the text Another common format involves sentence stems, where participants fill in the blanks with words or phrases derived from the text's content.

Testees can be presented with a partially completed chart which they fill in with information from the text

Testees can read a text and then arrange a series of statements that reflect the information presented, which is especially beneficial for tests involving sequencing, like instructions or narratives This approach also highlights the progression of ideas within the text Additionally, testees may encounter statements containing information not found in the text, with instructions to identify these discrepancies.

Problems when designing a reading test

When selecting a test, it's crucial for test makers to consider its difficulty level, as overly challenging tests may result in poor performance while excessively easy tests can lead to inflated scores The complexity of a test can vary based on the testees' background knowledge; those with strong familiarity in a subject may manage more difficult material better than those with limited exposure While assessing reading skills might appear straightforward, the intricacies involved should not be underestimated Careful selection or creation of the text is essential to ensure it aligns with the practical use of English and that no student gains an unfair advantage due to their background knowledge Additionally, the formulation of questions should be meticulously crafted and pretested to ensure fairness and effectiveness.

Guidelines for designing a reading test

When selecting exam items to evaluate student comprehension and competence, instructors must consider the specific skills, concepts, or knowledge they wish to assess Each exam item type presents its own advantages and disadvantages, which should be carefully weighed to determine the most effective method for measuring student learning outcomes.

9.4.1 Guidelines for Constructing True-False Items

- Write items that test significant material, not trivial details The correct answer should require the specialized knowledge being tested, not common sense

To enhance clarity for students, each item should concentrate on a single idea, preventing confusion over the truth or falsity of multiple propositions simultaneously In cases where compound statements arise, consider breaking them down into two distinct items.

- Express each item in simple and clear language

- Provide sufficient information in the item to allow its truth to be judged Include attribution of opinion or other contexts where appropriate

To ensure clarity and accuracy, word items should be phrased to allow for clear identification as true or false Employ quantitative language instead of qualitative descriptions, and favor comparative statements over absolute ones The primary response must be defensible and widely accepted by experts in the relevant field.

- Reformulate principles or use examples, rather than use the same language as the text or reference materials, especially stereotyped phrases, to avoid encouraging reliance on rote memorization

- Avoid negatively worded statements in general and particularly double negatives If the statement cannot be formulated positively, be sure to emphasize negative terms with underlining or bolding

9.4.2 Guidelines for Constructing Multiple-Choice Items

These guidelines are specifically designed for the single-answer and best-answer varieties of multiple-choice items

9.4.2.1 Construct each item to assess a single written objective

Items that are not written with a specific objective in mind often end up measuring lower-level objectives exclusively, or covering trivial material that is of little educational worth

9.4.2.2 Base each item on a specific problem stated clearly in the stem

The stem serves as the essential foundation of the question, providing clarity on the problem and the expected actions for the student When the stem is unclear, it may lead to the assessment of a student's inference skills rather than their actual mastery of the course material.

9.4.2.3 Include as much of the item as possible in the stem, but do not include irrelevant material

To enhance clarity and reduce reading fatigue, it's advisable to consolidate redundant words or phrases within the stem of alternatives This approach not only streamlines the content but also effectively delineates the problem presented in the stem.

9.4.2.4 Keep the alternatives homogeneous in content

When alternatives are a mix of unrelated statements, it confuses students and complicates their task However, providing parallel content in the alternatives allows for a clearer problem presentation, effectively measuring the achievement of a specific objective.

9.4.2.5 Keep the alternatives free from clues as to which response is correct

Poorly constructed test items can inadvertently provide hints that assist students in eliminating incorrect answers, thereby enhancing their guessing accuracy This approach often assesses students' ability to decipher clues rather than accurately measuring their understanding of the subject matter.

9.4.2.6 Include one and only one correct or clearly best answer in each item

When multiple alternatives can be justified as correct answers, it becomes frustrating for students to decipher the teacher's intended response when answering a question.

9.4.2.7 Present the answer in each of the alternative positions approximately an equal number of times, in a random order

Teachers often avoid placing the correct answer in the first or last position, opting to position it in the middle instead This strategy is recognized by some students, who tend to choose middle alternatives when uncertain Additionally, if a pattern emerges in the answer positions, observant students may adjust their selections based on this insight.

9.3.2.8 Lay out the items in a clear and consistent manner

Well-structured test items enhance clarity for students, reducing confusion and saving time during assessments Additionally, they facilitate easier grading, particularly when evaluations are conducted manually.

9.4.2.9 Use proper grammar, punctuation, and spelling

This guideline should be self-evident Adherence to it reduces ambiguity in the item and encourages students to take your test more seriously

9.4.2.10 Avoid using unnecessarily difficult vocabulary

Using complex vocabulary can affect the assessment of reading ability alongside the intended objective of an item Consequently, struggling readers who meet the objective may receive misleading scores Therefore, it is crucial to limit the use of difficult and technical terms to only those necessary for accurately measuring the intended goal.

The text selected for reading assessments significantly influences the outcomes This section will explore key factors that must be taken into account.

Utilizing a diverse range of texts is essential for effectively assessing reading skills While prose has traditionally been the primary format for reading tests, incorporating various text types—such as schedules, newspaper articles, advertisements, and instructions—can enhance the evaluation process.

When selecting texts for language teaching, it's essential to align them with the specific goals of the students For those learning academic English, sourcing materials from academic publications is crucial Conversely, students aiming to use English in everyday situations should engage with practical texts, such as menus, brochures, and personal letters, to enhance their language skills effectively.

Background knowledge significantly influences reading comprehension, as it enables readers to understand texts more thoroughly and make accurate inferences For instance, a reader familiar with baseball can easily grasp the implications of a high-scoring game, while someone with no knowledge of the sport may struggle to comprehend the same text Therefore, it is crucial to select reading materials for assessments that align with the testees' background knowledge levels Otherwise, those with prior knowledge will have an unfair advantage, regardless of their reading proficiency.