DESIGNING CLASSROOM TESTS Continued TSL 3112 LANGUAGE ASSESSMENT

GUIDELINES FOR CONSTRUCTING TEST ITEMS • TEST SPECIFICATION GUIDELINES: – Aims of the test

Decide on test formats for each skill: • Elicitation and response modes in test

Types of test items: • Select the item type that provides the most direct

Types of test items: • The objective test item: – the great variety of

Types of test items: • Supply types: – short-answer items – completion • Selection

Types of test items: • Designing multiple-choice items: –

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DESIGNING CLASSROOM TESTS (Continued) TSL 3112 LANGUAGE ASSESSMENT PISMP TESL SEMESTER 6 IPGKDRI

GUIDELINES FOR CONSTRUCTING TEST ITEMS • TEST SPECIFICATION GUIDELINES: – Aims of the test – Range of topics to be tested – Range of skills to be tested – Decide on test formats for each skill – Types of test items – Number of items by topic, skill and types – Level of difficulty of test items – Allocation of marks

Decide on test formats for each skill: • Elicitation and response modes in test construction Elicitation mode: Oral (student listens) Written (student writes) administration directions; sentence(s), question; word, pair of words; monologue, speech; prerecorded conversation; interactive (live) dialogue. administration directions; sentence(s), question; word, set of words; Paragraph; essay, excerpt; short story, book.

Decide on test formats for each skill: • Elicitation and response modes in test construction Response mode: Oral Written repeat; read aloud; yes / no; short response; describe; role play; monologue (speech); interactive dialogue). mark multiple-choice option; fill in the blank; spell a word; define a term (with a phrase); short answer (2 to 3 sentences); essay.

Types of test items: • Select the item type that provides the most direct measure of the intended learning outcome (Linn &Miller, 2005). • For example – if the intended learning outcome is writing, naming, listing, or speaking, the task should require the students to supply the answer. • In cases where the learning outcome does not make clear which item type to use, selection-type items would be favoured because of the greater control over the student’s response and the objectivity of the scoring.

Types of test items: • The objective test item: – the great variety of different type of objective test items can be classified into those that require the student to supply the answer and those that require the student to select the answer from a given number of alternatives.

Types of test items: • Supply types: – short-answer items – completion • Selection types: – multiple-choice items – true-false items – matching items

Types of test items: • Designing multiple-choice items: –