Giáo trình Objective testing

Nội dung text: Giáo trình Objective testing

1. Chapter 3: Objective testing I. Subjective & Objective testing II. Objective tests III. General principles of multiple choice items IV. Important guidelines of multiple choice items V. Components of multiple choice items
2. I. Subjective & Objective testing  Subjective & Objective terms the scoring methods  All tests subjectively constructed by the test writer  Objective tests: only one correct answer. + scored mechanically by computer + responsible for testing a large number of candidates
3.  Reading, vocabulary & grammar objective methods  Writing & speaking subjective methods  Objective tests requiring more careful preparation  Pro. Duong Thieu Tong: + reliability of obj. tests: test writers + reliability of subj. tests: test markers
4. Some criticism (1) Obj. tests: simpler to answer than subj. tests + the degree of difficulty determined by the test constructors + no indication that all objective tests - easy + carefully selected and constructed & rewritten where necessary + setting the pass-mark or the cutting - off point depending on the tester’s subjective judgment or on a particular external situation + pre-tested before being administrated on a wider basis
5. (2) the multiple choice type encourages guessing + four or five alternatives for each item sufficient to reduce the possibility of guessing + In reality, candidates rarely make wild guess; most base their guessing on partial knowledge
6. Prof. Duong Thieu Tong  If Sts don’t prepare well for the test & the tests are difficult unable to make guess  long tests unable to guess correctly  reliability: 0 candidates guess easily  reliability: high Sts’ guessing (+ score)  educational experts in the modern time: prevention of guessing & correction for guessing
7.  Obj. tests: gram., voc.& phonology  A poor objective test: poor written items, irrelevant areas or skills (as they are testable), not communicative skills  Objective tests cannot - test students’ ability to communicate - evaluate their actual performance  A good classroom test: objective & subjective items
8. III. General principles of multiple choice items  One of the most widely useful types of items  The most time-consuming item to construct  Not testing language as communication  A useful means of teaching & testing various learning situation (esp. gram & vocabulary not ability to use the language)  Measuring Sts’ ability to recognize correct grammatical forms helping both T &Ss to identify areas of difficulty
9. The number of options - public tests: 5 options - classroom tests (esp. grammar) : 4 options - vocabulary & reading : 5 options
10. The number of options varying - the level of difficulty - the language areas being tested - the purpose of the test Multiple choice items - long enough reliable assessment - short enough practicable
11. IV. Important guidelines of multiple choice items (1) Each item: only one absolutely correct answer (2) Only one feature at a time: being tested (3) Each option: grammatically correct when placed in the stem.
12. (4) a grammar item not contain other grammatical features as difficult as the area being tested, and a vocabulary item not contain more difficult semantic features in the stem than the area being tested. (5) Items: as brief and as clear as possible (6) Items: arranged in rough order of increasing difficulty
13. V. Components of multiple choice items 1. The stem 2. The correct option 3. The distractors
14. 1. The stem  the primary purpose: to present the problem clearly and concisely  The forms (i) incomplete sentence, (ii) a complete statement; & (iii) a question.  the stem: those words or phrases which would have otherwise to be repeated in each option  the stem allowing the number of choices
15. 2. The correct option (a) avoid confusing students by having a different number of correct options for each item (b) the correct option: approximately the same length as the distractors
16. 3. The distractors  Each distractor must be: - attractive & plausible - grammatically correct when standing by itself  Plausible distractors best based on: (a) mistakes in the students’ own written work; (b) their answers in previous tests; (c) teacher’s experience; & (d) a contrastive analysis between L1 & L2