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Kinds of Language Tests

(Language Elements)By Group 2

Anata Rohana S

Indah Hartanti

Khurun’in Amalia

Lukmanul Hakim

Mery Puspita

M Arif Taufiqurrohman

M Risky Hakiki

Prasetyo Rifki F

Tria Hidayani

Yossy Dendi Mahadi

M Abdul Azis -

Member of Group

What should be tested and to what standard ?

Testing Language Elements

Constructing error- recognition multiple-choice items

Constructing transformation items

Constructing completion items

Constructing rearrangement items

Multiple-choice grammar items

Constructing multiple-choice items

Constructing combination and addition items

Constructing pairing and matching items

Constructing broken sentence items

Constructing items involving the changing of words

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Multiple choice grammar items

To test English grammar mastery, the multiple choice test must be used due to its merit of guaranteeing the fulfillment of the content validity of achievement tests.

The construction of many multiple choice test items has not been based on a very important consideration to aid learning processes

Multiple choice grammar items

1. The boy stepped on a piece of ice and ……………. flat on his facea. fellb. fallc. felledd. falled

Example

Option a. fell, The content of the problem is the English simple past tense

Option b. fall, is not a content of tense, but concord between the subject and the predicator

Option c. felled, is a correct past tense form but the meaning is not “fall down” but ”cut down” such as felling trees

Option d. falled, is a non occurrent form in English, that is, a form that does not exist in the English language.

Multiple choice grammar items

Types

Correct Answer

Best Answer

Only one correct response

Requires examinee to select alternative closest to being correct

Fine distinctions

Multiple Answer

Only one correct response

Constructing multiple-choice items

Steps

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2

The first step is to know what the teacher wants to test and to have the sentence

I like tea but I haven’t / don’t like coffee

Next the teacher writes out the sentence substituting a blank for the area being tested and then writes in the correct option and the distractor which the student has provided

I like tea but I .......................coffee

A. don’t likeB. haven’t like

3 Now the teacher adds two more distractors

I like tea but I .......................coffee

A. don’t likeB. haven’t like

C. doesn’’t like D. like

Constructing multiple-choice items

Steps

4 Finally the teacher should check to be sure that other options

are not correct and ask his or her fellow teachers to try the test

to find possible imperfections.

Constructing error recognition multiple–choice items

Every sentence there are four underline words or underline phrases and student asked to choose one of word or phrase which not true.

Example

1 Patient : I have trouble with my skin. It’s very sensitive and irritable.A

Doctor : Take this medicine twice a day. But you should avoid to eat fish. B C D

Answer : DBecause avoid must followed by gerund, so to eat become eating

Constructing error recognition multiple–choice items

Example

2 Rekha : Is your sisterin collage? A B

Jay : No, she work in the hospital. C

Rekha : And your little brother?Jay : He studies in a Senior High School.

D

Answer: CBecause the subject is ‘she’ so ‘work’ became ‘works’

Constructing error recognition multiple–choice items

Example

3 Dani : What would you do if you ware a milionare? A B

Fian : I will take a trip around the world. C D

Answer: CBecause that is “conditional sentence tipe 2.” So will take became would take

Construction rearrangement items

Rearrangement items can take several forms, the first of which to consider here will be the multiple-choice type.

    Here are two of the errors he made:       ‘You know how is it.’       ‘I wonder did you grow more fatter since summer.’

If we attempt to test the first error by means of an ordinary multiple-choice item, we are faced with the problem of being restricted to only two options: the correct option and the distracter (i.e. the error).

       You know how …….       A. it is                    B. is it

As the item stands here, we cannot possibly construct other options. It becomes necessary, therefore, is lengthen the original statement to: You know how warm it is today. The item

Would then read:       ‘Won’t I need a coat ?’       ‘Well, you know how……..’

A.      Warm is it todayB.      Today is it warmC.      Is it warm todayD.     Warm it is todayE.      Today is it warm

Construction rearrangement items

Construction rearrangement items

Example

Rearrangement the sentence below into the correct answer !

Tom/sleeping/I/arrived/when/was

a) Tom was sleeping when I arrived

b) I was arrived when Tom sleeping

c) When Tom was arrived I sleeping

d) I sleeping when Tom was arrived

Constructing completion items

Carefully constructed completion items are a useful means of testing a

student’s ability to produce acceptable and appropriate forms of

language. They are frequently preferable to multiple-choice items since

they measure production rather than recognition, testing the ability to

insert the most appropriate words in selected blanks in sentences. The

word selected for omission are grammatical or functional words (e.g.

to, it, in, is, she): content words may be selected in a vocabulary or

reading test.

Constructing completion items

Example

Put a, the, or some in each blank only where necessary. If you think that  no word should be placed in the blank, put a cross (x) there.

1. Can you see ……sun shining through the clouds?2. I saw your uncle …..day before yesterday.3. What have you been doing since I saw you ……last summer?

Type

Constructing completion items

By providing a context:

Kim usually goes to the cinema about once a week but she …….four films already this month and it’s only the 20th today. (possible answers: has seen/will have seen/must have seen)

By providing data:

I go to the cinema regularly, but it’s ages since I last saw a play.I go to the cinema regularly, but I ……….to the theatre for months. (Possible answers: haven’t been/haven’t gone/haven’t been going/haven’t been able to go)

Type

Constructing completion items

By using multiple-choice techniques:

I ……to the theater three times since I last saw you.

A. GoB. Have beenC. Had goneD. Went

Constructing transformation items

Extremely useful for testing ability to produce structures in the

target language. It is the one objective item type which comes

closest to measuring some of the skills tested in composition

writing, although transforming sentences is different from

producing sentences.

• Rewrite each of the following sentences in another way

• giving some idea of the range of areas

Kinds

Constructing transformation items

Definition

The first sentence contain few words of another sentence to change the original sentence without changing the meaning

Example

Jim hasn't been home in a long time.BecomeIt's been a long time for Jim at home because he always …… (depend on)It is difficult to study when it is so noisy.Studying is very hard to do when the condition is uncomfortable

Constructing items involving the changing of words

• Traditional type of test but the layout is improved in this particular case

by providing blanks on the right of the text for completion. The

continuity of the text is not impaired more than necessary by having

both blanks and underlined words inserted in the sentences

• This type of item is useful for testing the student’s ability to use correct

tenses and verb forms

Constructing items involving the changing of words

Example

Verb, tenses, etc

Researchers (1) to convince that a drug. The (2) to test can improve the memory and that it (3) to be the forerunner of other drugs which eventually (4) to improve mental ability.

1. Convince

2. Test

3. Is

4. Improve

Example

Word building

Students who were given the drug for a fortnight did

considerably (1. well) in tests than others. The tests included the

(2. memorize) of lists of words as well as of (3. inform) from two

messages transmitted at the same time.

1. Better

2. Memorizing

3. Information

Constructing items involving the changing of words

Constructing broken sentence items

This type of item tests the student’s ability to write full sentences from a series

of words and phrases, and thus not allow the test writer to concentrate

exclusively on testing those particular grammatical features which may have

just been practiced in class. It is nevertheless a useful device for testing

grammar provided that the tester is aware that several other areas of the

language are being tested in addition to those on which he or she wishes to

focus attention.

In this type of test item, students should be instructed to make whatever

changes are necessary to form good sentences, adding articles, prepositions,

etc. where required and putting verbs in their correct tense.

Definition

Constructing pairing and matching items

Pairing and matching items are type of item that is presented in

groups as a series of questions that must be paired and matched by

the student to one of a group of possible answer options

Constructing pairing and matching items

Example

Column 1 Column 2

1. Doing to see a film tonight ?2. How was the film?3. I can’t stand war film, can you? 4. Don’t you find war films too

violent?   5. Have you ever seen a Japanese

war film?6. Is everyone going to see the

film? 

A. No, I didn’tB. Most are, I think.C. It’s one of the reasonsD. I had a lot of work to doE. Actually, I quite like them.F. Yes, I probably willG. No, I haven’tH. What a good idea! I prefer them to I. So do IJ. All right. Nothing specialK. Not really, I quite like them.

Guideline 1There should be more answer options than questionGuideline 2Questions should be on the left and answer options on the right.

Constructing combination and additional items

These objective-type items have long been used in past tests. They

should be used sparingly, however, as they involve largely

mechanical responses on the part of the student. Note that although

the separate sentences are linked to one another by theme,   the items

can hardly be described as being contextualized in any real way

Constructing combination and additional items

Combination item

Sentence combining exercises can play a part in testing grammar as well as its more traditional use as part of composition testing and training.

Example

I met a man.

The man went to the same high school I did.Become:I met a man who went to the same high school I did.

Constructing combination and additional items

Additional items

I am (read) book right now.

Become

I am reading book right now

Addition is -ing

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By Group 2

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