Constructing multiple-choice items

1. Adjust the length of the sentence so that it will be appropriate for asking a question.
2. Correct the error.
3. Adjust the length of the sentence so that it will be appropriate for asking a question.
4. Write the correct option.
5. Write the student’s error as one of the distractors.
6. Read the stem to avoid ambiguity and different interpretations. If that is the case make necessary changes.
7. Add two more distractors

Constructing error-recognition multiple-choice items

Analyze the following error-recognition multiple-choice grammar test items and try to explain why these two items are written in different formats.


The sentence below contains for words or phrases underlined, marked A, B, C, and D. select the underlined word or phrase which is incorrect or unacceptable.

1. Sally didn't call(A) me since she went(B) to© America last month(D).

The sentence below contains for words or phrases underlined, marked A, B, C, and D. select the underlined word or phrase which is incorrect or unacceptable.

2. I think(A) / we(B) / must call© / doctor(D).

The first item includes an error; however, the second item includes an error caused by omission



What is the problem in the following test item?


The sentence below contains for words or phrases underlined, marked A, B, C, and D. select the underlined word or phrase which is incorrect or unacceptable.

1. I don't(A) let(B) my students to chew© gums in(D) the class.

The students may either choose C and correct the error by omitting 'to', or they may choose B and correct the error by changing the verb 'let'. The test writer should be aware of this and grade accordingly.

BEFORE YOU BEGIN

Reflect on how you have been tested on your knowledge of grammar and usage. What were the characteristics of those grammar tests? Was there sufficient variety of item types? Were they appropriate for the assessment of your grammatical knowledge?

Try to list other possible ways of testing grammar.

Scan quickly through the chapter to check if any item of your list matches with the grammar test items the writer discusses. Examples provided for each item type may help you to recognize the items.

Constructing rearrangement items
Strength (s)

A useful way of testing the order of adjectives and positions of adverbs

when used for sentences, it offers to test an understanding of connectives and reference devices


WEAKNESS

Multiple-choice rearrangement item format is artificial



Measures to be taken to overcome the(se) weakness(es)

Changing them from multiple choice item format to a format involving some actual writing



In the link below you will find rearrangement item type questions for the assessment of question formation. Analyze the sample test to answer the following questions. Keep in mind that doing the test may help you in answering these questions.

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1. Is this item type appropriate for testing 'question formation'?
Yes
2. Rearrangement items can be designed in two different formats. Is this format appropriate?
Yes
3. Does this item test knowledge at recognition or production level?
Recognition

Constructing completion items

Strength (s)
Measure the production not the recognition




Weakness(es)
difficult to write natural dialogues with useful clues
can cause problems in scoring because it allows for possible correct answers


Measures to be taken to overcome the(se) weakness(es)
restrict the choice available by providing context
using a passage of continuous prose rather than separate sentences

Completion items
test the students' ability to (1) produce language by inserting the most appropriate words in the blanks in the given sentences. In a grammar test the words omitted are (2) grammatical or (3) fuctional words, whereas (4) content words are omitted in a reading comprehension test. Although this item type tests students' ability in producing language, they may cause problems in (5) scoring as they may allow for unexpected correct answers. There are three ways of avoiding unexpected correct answers. These are: (6) providing a context, (7) providing data, and using multiple-choice techniques

Completion items can be in decontextualized or contextualized format. Contextualized completion items can be designed in two different ways. One is ( indicating blanks in the text; the other is (9) omitting one word from each line without using any blank. In the latter the students are required to identify where to insert the omitted words first and then write them in the space given next to each line.

In completion items, either part of a sentence or (10) a whole sentence can also be omitted. The one in which a whole sentence is omitted is called (11) dialogue completion. It tests the ability to (12) produce appropriate grammatical forms of language (13) in context. (14) meaning plays a vital role for students to provide acceptable answers. However it is not easy to write (15) natural dialogues and provide students with (16) necessary clues/hints simultaneously.


29-09-2006 09:54 PM

Constructing transformation items

STRENGTHS
Useful to test the ability to produce structures in the target language.

To a limited extend they can test composition writing skills.

A good way of balancing recognition and production type of items.


Weakness(es)

Difficult to limit the number of possible answers Subjective decisions need to be made in scoring.


Measures to be taken to overcome the(se) weakness(es)

Contextualising the sentences.

Being aware of the possible correct answers.

Being aware of the specific area tested.

Constructing items involving the changing of words

Read the related part and answer the following questions.

How different is the new layout of 'changing the words'?
What are the advantages of this new layout?

The same question is provided in the traditional way below. Do both of them first. Then express your view about these two different layouts. Do you agree with Heaton?

Researchers (to convince) that a drug they (to test) can improve the memory and that it (to be) the forerunner of other drugs which eventually (to improve) mental ability