Sidi Mohamed Ben Abdallah UniversityFaculty of Arts and

Human SciencesDhar Mehraz, Fez

Applied Language Studies and

Research in Higher Education Master

Program

Test Item FormatsExamples and Issues

Academic Year: 2014/2015

Presented by:Mohamed BenhimaMohamed Lazrak

Supervised by:Dr. Mohamed

Ouakrime

Outline

Introduction ……………………………………………………..• Prinsiples of a good assessment……………………………………• Dual Choice ……………………………………………………………….• Multiple Choice…………………………………………………………..• Matching Item…………………………………………………………….• Cloze Tests………………………………………………………………….• Essay …………………………………………………………….………….• Interpretative Exercise………………………………………………..

Conclusion …………………………………………………………………..

Introduction

Chapelle and Brinlley (2002),

“act of collecting information and making judgments about the learner’s knowledge of a language and ability to use it” (Ibid: p267).

Richards and Shmidt (1992)

“an individual question in a test which requires the student to produce an answer.” (Ibid: p566)

Principles of a good assessment:

1. Validity: It should measure what it is supposed to measure2. Reliability: in order to be reliable, a test must be

consistent in its measurements,i.e. if the test is given to the same learners on different occasions,the same scores are obtained.

3. Discrimination: a test has to have power to discriminate between testees.

4. Washback: means the effect of test has on language teaching in the classroom so as to improve teaching and learning.

Dual- Choice tests

• True or False Item:

A type of test item or test task that requires test takers to decide whether a given statement is either true or false, which is a dichotomous choice, as the answer or response. (Richards and Shmidt , p.566)

Dual Choice (Bac. 2010)

Multiple- Choice tests

• It is the most popular and useful of all objective item-types.it can be used to measure rote memory as well as complex skills,it is simple to score and administer.

• The Stem: The primary purpose of the stem is to present the problem clearly and concisely. It is the first part of a multiple choice items.

• The stem may take the following statements:

1. An incomplete statement: example: (Extracted from Bac., 2011)

The Moroccan constitution gives parliament……to pass laws A- the power B- has the power C-the power is D- of the power

2- A complete statement: example:People think of salt mostly as a seasoning for food:

A-exclusivelyB- nutritionallyC- mainlyD- necessarily

3. A passage: example (CRMEF entrance exam,2013)Choose the correct answerThe author of this text is primarily concerned with:

A- Food shortage in developing countruesB- causes of natural disastersC- the advert effects of climate changeD- hot and dry climate

•The Key

Usually one correct option or best option is recommended, more correct options confuse the students

Keep answer options short and simple

•The DistractorsTheir role is to divert or distract the majority of

learners from the correct optionBe reasonably attractive and plausible to any

testeeBe grammatically correct Don’t begin with: none of the above/all of

theseBe sure that the distractors are clearly

incorrect.Avoid absurd distractorsUse simple direct sentences, careful layout,the

appropriate use of emboldening.

Pros of Multiple Choice TestsFlexible and versatileA large number of items can be answered

during a brief period of time there are no scoring errorsIt may be scored rapidly,accurately and

objectivelyScoring is completely objective

Cons of Multiple Choice Item

Tests only factual knowledgePenalises the creative studentsIs difficult to write a good multiple choice

itemsRequires more time to answerCan’t be used to measure testees’ ability to

organize material

• A type of test item or test task that requires test takers to indicate which entries (e.g. words or phrases) on one list are the correct matches for entries on another list.

• Selected response item is a type of test item or test task that requires test takers to choose answers from a ready made list rather than providing an answer; examples of sri include multiple choice, true or false items, matching items.

Matching Item

Matching Item (Bac. 2012)

Matching Item (Bac. 2005)

• It is a test consisting of a portion of text within certain words removed,where the participants are asked to replace the missing words.

• Cloze tests require the ability to understand context and vocabulary in order to identify the correct words that belong in the deleted passages of a text.

Cloze Tests

• Words may be deleted from the text in question either mechanically ( every nth word) or selectivey( depending on what aspect it is intended to test for)

• In this form, the testees should read the text and understand the context. Then based on the context, they should select and write the appropriate words in each blank.

Examples of Cloze tests.1. Subjective: students are to fill cloze with words that would

make a given sentence grammatically correct.2. Objective: Students are given a list of words to use in a

cloze.3. Neutral: Ss are given the first letter and asked to complete

the word. Examples of Cloze Items:

•« Today, I went to the….. And bought some milk and eggs. I knew it was going to rain, but I forgot my …… and ended up getting wet on the way…. »

Fill in The Gaps

Pros of Cloze Test Item• It covers broad range of topic in a short span

of time• It is easier to prepare and less time consuming• It can assess effectively the lower level of

Bloom’s taxonomy• It covers greater amount of contents than

matching type tests

Cons of Cloze Test Item• It is only appropriate for questions that can be

answered with short responses

• It can assess only knowledge,comprehension and application levels in Bloom’s taxonomy of cognitive domain

‘A subjective test in which a person is required to write an extended piece of test on a set topic.’ (Richards and Shmidt ,1992, p. 186)

ESSAY

Bac. 2010

Bac. 2009

Criteria (the Moroccan Guidelines for Scoring Baccaleuriate Exams, 2009)

• According to Airisian(1994) and Mitchell(1992), interpretative exercise provides students with some information or data followed by a series of questions on that information. In responding to the questions in an interpretative exercise, the students have to analyze , interpret, or apply the material provided, like a map, excerpt of a story, passage of a poem, data matrix, table or cartoon. It is a form of multiple choice type of test that can assess higher cognitive behaviors

Interpretative tests

A B C D

Pictorial material can measure the ability to interpret graphs, cartoons, maps and other pictorial materials

Circle the letter that indicate the clock of choice: what clock shows when school starts?

A B C D What clock shows the time closest to lunch time?

A B C D What clock shows half past the hour? A B C D

ProsTests students’ ability to apply and

transfer prior knowledge to new material.

The interpretative exrcises present new map, a short reading, or their introductory material that the students must analyse.

Useful in assessing analysis, synthesis, application.

ConsDifficulty of construction/ hard to

design

students with good reading skills are at an advantage.

Conclusion

All in all, testing is the most practical way in which one goes about assessing students’ ability. Tests, in fact, consist for the most part of dual choice, multiple choice, matching items, cloze items, essay items and interpretative items among others.

Conclusion• Chapelle, C.A. & Bindley, G. (2000). Assessment, An

Introduction to Applied Linguistics, Oxford University Press• Ebel, R.L. & Frisbie, D.A. (1991). Essentials of Educational

Measurement (5th ed). Englewood Cliffs, NJ: Prentice Hall.• Richards J.C. & Schmidt R. (1992). Longman Dictionary of

Language Teaching and Applied Linguistics. London: Longman Group UK Limited

Bibliography

2014/2015

Thank you for your attention

Any questions?