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Using Common Testing Techniques Effectively
Writing Multiple-choice, Gap-filling, and Short-answer Items
Hanh Thi Nguyen, Ph.D.
TESL Programs
Learning Assessment Committee member
What is a ‘good’ test?
An effective test measures what it is supposed to measure
(has validity) measures consistently (has reliability) is practical to make, administer, and score
(has practicality) has positive effects on learning
(has positive washback)
How to meet those criteria?
Validity: Write test items that correspond to course objectives Make sure only these objectives are tested
Reliability: Include not too few items, but not too long a test either Eliminate distracting factors in the environment Make sure scoring is done consistently Make sure candidates are familiar with testing format Make sure instructions are non-ambiguous
Practicality Consider time and cost Sometimes practicality conflicts with validity and reliability, so test what
needs to be tested, do not just test what is easy to test Positive washback
Make sure test can improve teaching Make sure test has positive impact on learning
Common testing techniques
Multiple-choice items Gap-filling items Short-answer items Extended response (essay) items – not
covered today
Multiple-choice items
1. What is the shape of the earth? Stem Options
A. round key
B. square distractor
C. oval distractor
D. triangular distractor
Advantages of MC items
Objective testing Scoring is easy Less dependent on students’ writing
skills Can cover a broad range of contents Very effective when eliciting a best
answer
Disadvantages of MC items
Testing only recognition knowledge, no production knowledge
Candidates have a 25% chance to guess right (if 4 options) – hence, “multiple-guess” test
Not always possible to have 3-4 plausible alternatives to correct answer
Examples
If I ___ him last year, I ___ him to help me.A. know, askB. knew, askedC. have known, askedD. had known, would have asked
Key is the longest string – facilitates guessing
Option A not likely to distract
Examples
She started to ____, thinking about his death.A. giggleB. complainC. shoutD. weep
All 4 options are possible answers.Need further context to restrict answer.
Suggestions for constructing MC items
For the stem: Use direct questions rather than
incomplete sentences. Present a single question or problem in
stem Make sure to include in the stem the words
that are repeated in all options (avoid redundancy)
Suggestions for constructing MC items
For the options Use errors commonly made by students in class as
basis for distractors Use options that say “none of the above”, “all of the
above”, “A & B only” sparingly Avoid having the key being the longest or shortest
item When possible, present options in some logical
order (chronological, least to most, alphabetical…) Use similar format for all options (all are phrases,
all are single words, etc.)
True/False items
Essentially, T/F items are MC items with only 2 options
Advantages: Good for testing misconceptions,
comprehension Can be scored quickly
Disadvantages: Students have a 50-50 chance to guess
the right answer
Suggestions for constructing T/F items Make sure there is a single idea in the stem Make sure the statement is either absolutely
true or false, no exceptions Avoid using extreme qualifiers (never, always,
etc.) whenever possible Avoid using negative statements Avoid recycling the exact statement from the
text Avoid using unfamiliar vocabulary
Matching items
Directions: On the line next to each children’s book inColumn A print the letter of the animal or insect in ColumnB that is a main character in that book. Each animal or
insectin Column B can be used only once.Column A Column B____1. Charlotte’s Web A. Bear____2. Winnie the Pooh B. Chimpanzee____3. Black Beauty C. Cricket____4. Tarzan D. Deer____5. Pinocchio E. Horse____6. Bambi F. Pig
Matching items: advantages & disadvantages Essentially are MC items, in which the answer of one item
also depends on the answers of the other items in the matching set
Advantages: Good for testing Definitions Classifications Cause and effects Problems and solutions Relationship between 2 entities (e.g., event-date, book-
character) Disadvantages
Items are inter-related Time consuming for test-takers Not suitable for all knowledge and learning skills
Suggestions for constructing matching items
Make sure all items are of the same topic Directions: Match the following.
1. Water A. NaCl2. Discovered Radium B. Fermi3. Salt C. NH34. Ammonia D. 19425. Year of the first Nuclear Fission E. H20
F. CurieG. 1957
Do not mix matching with sentence completion, e.g.,__ 1. A ____ orbits a planet. A. sun etc.
Gap-filling items
The colors of the United States flag are ____, ____, and ____.
Gap-filling items are open-ended, requiring students to produce language.
Gap-filling items: advantages & disadvantages Advantages:
Reducing guessing Students must know answers, no hint given More or less objective
Disadvantages: Answers limited to a few restricted words, not
assessing higher level learning Difficult to restrict answers, it is easy to have more
than one correct answer Scoring takes more time than MC items
Examples
1. The smallest phonetic ____ in a language that is capable of conveying a distinction in meaning is called a phoneme.
2. The ______ were to Egypt as the ______were to Persia and as ______ were to the early tribes of Israel.
3. Some men don’t have ____ on their face.
4. An ____ is a part or particle considered to be an irreducible constituent of a specified system.
Suggestions for constructing gap-filling items The gap should contain the key
information being tested. Make sure the meaning of the statement
is not lost after words have been taken out
Make sure only one correct answer is possible.
Avoid grammatical clue that gives away the answer
Short-answer items
What are the colors of the United States flag?
Essay-test items: Extended response: paragraphs Restricted-response: short-answer items
How short is short? A word, a phrase, a sentence (not a
paragraph)
Short-answer itemsAdvantages:
student needs to produce language, less guessing
can test some higher learning level easier to write: no need for distractors or strict
answer restriction avoid the problems of extended response items
Disadvantages: scoring is less objective more time consuming for test-takers and scorers
References
Hughes, A. (2003). Testing for language teachers (2nd ed). Cambridge University Press.
Clay, Ben. (2001). Is this a trick question? A short guide to writing effective test questions. Kansas Curriculum Center.