Documents

Chapter 3 LT niko 2010.doc

Description
Chapter 3 Developing good quality language test items 1. What is a test item? In the same sense that the phoneme is a basic unit in phonology and the morpheme is basic unit in syntax.an item is the basic unit language testing. Analysis is this process of carefully inspecting individual test item on a test. 2. Guidelines for item format analysis. In analysing item format, testers focus on the degree to which each item is properly written so that it measure all and only the desired content.  Gene
Categories
Published
of 2
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Related Documents
Share
Transcript
  Chapter 3Developing good quality language test items 1.What is a test item?In the same sense that the phoneme is a basic unit in phonology and the morpheme is  basic unit in syntax.an item is the basic unit language testing. Analysis is this process of carefully inspecting individual test item on a test.2.Guidelines for item format analysis.In analysing item format, testers focus on the degree to hich each item is properly ritten so that it measure all and only the desired content. ã General guidelines.Are in in the form of !uestions that teachers can as themselves hen riting or criti!uing any type of item format. #et$s consider each !uestion.  Is the item format correctly matched to the purpose and content of item?  Is there only one correct anser?  Is the item ritten at the students$ level of proficiency?  %ave ambiguous terms and statements been avoided?  &oes the item avoid giving clues that clues that could be used in ansering other items?  Are all parts of the items on the same page?  Is only relevant information presented?  %ave race, gender, and nationality bias been avoided?  %as at least one other colleague loo ed over the items? ã 'eceptive response items'e!uire the students to select a responses rather than actually produce one.(rue false are typically ritten as statements, and students, and students must decide hether the statement are true or false.  Is the statement orded carefully enough so it can be )udged ithout ambiguity?  %ave *absoluteness+ clues been avoided?ultiple-choices items are made up of an items stem, or the main part of the item at the top, a correct and the distracters, hich are those choices that ill be counted as incorrect.  %ave all unintentional clues been avoided?  Are all of the distracters plausible?  %as needless redundancy been avoided in the options?  %as the ordering of the options been carefully considered? r are correct anser randomly assigned?  %ave distracter li e *none of the above+, *A and / only,+etc. been avoided?atching items present the students ith to columns of information, the students must then find and identify matches beteen the to sets of information.  Are there more options than premise?  Are options shorter than premises to reduce reading?  Are the option and premise lists related to one central theme? ã 0roductive response items'e!uire the students tp actually produce responses rather than )ust select them receptively. ill in items are those herein a ord or phrase is replaced by a blan in a sentence or longer text and the students )ob is to fill in that missing ord or phrase.   Is the re!uired response concise?  Is there sufficient context to convey the intent of the !uestion precede the  blan ?  Are the blan of standard length?  &oes the main body of the !uestion precede the blan ?  %as a list of acceptable responses been developed?hort response items are usually items that the students can anser in a fe phrases or sentences.  Is the item formatted so that only one relatively concise anser is possible?  Is the item framed as a clear and direct !uestion?(as items ill be defined here as any of a group of fairly open-ended items type that re!uire students to perform a tas in the language that is being tasted.  Is the students tas clearly defined?  Is the tas sufficiency narro 3and4or broad5 for the time available?  %ave a scoring procedures been or ed out in advance ith regard to the approach that ill be used?  %ave a scoring procedures been or ed out in advance ith regard to the approach 6.0ersonal response items.Are students to produce responses that hold personal meaning. elf-assessment ill  be defined here as any items herein students are as ed to rate their on noledge, s ills, or performance.  %ave you decided on a scoring type3holistic or analystic5?  %ave you decided in advanced hat aspect of the students language  performance they ill be assessing?  %ave you developed a ritten rating scale for the learner to use scoring?  7tc.8onference are defined here as any assessment procedures that involve students visiting the teachers office alone group for brief meeting.  %ave you introduced and explained conferences to the students?  %ave you given the students the sense that they are in control of the conference?  %ave you focused the discussion on the students vie about the learning process?  7tc.0ortfolios are many procedures that re!uire students collect samples of their second language use.  %ave you introduced and explained portfolios to the students?  %ave you and the students decided ho ill ta e responsibility for hat?  %ave students selected and collected meaningful or ?  7tc.
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks
SAVE OUR EARTH

We need your sign to support Project to invent "SMART AND CONTROLLABLE REFLECTIVE BALLOONS" to cover the Sun and Save Our Earth.

More details...

Sign Now!

We are very appreciated for your Prompt Action!

x