language testing

1. A purpose of a diagnostic test is: a. To identify the aspects of a language that students must develop. b. To demonstrate, the knowledge that has been achieved and doesn´t need to be developed anymore. c. To show the most difficult part of the test. a. b. c.

2. A test is a useful device of ___ a. A teaching technique b. Learning c. assessment. a. b. c.

3. When B & P (2010) affirm that tests do not need to be degrading or threatening to our students it means that we as teachers… a. Should not evaluate knowledge but domain of skills b. Never achieve our goals. c. Test should be seen with confidence and be considered as part of their learning process. a. b. c.

4. Evaluation entails: a. Taking the results of a test to make a decision about a teaching or learning process. b. Writing perfect items c. Studying student’s behavior. a. b. c.

5. Evaluation is not likely to --------- classroom learners a. Assign numbers or values to b. Judge the worth of c. Acquire a skill from. a. b. c.

6. According to our textbook, what has become an acceptable norm in the learning-teaching process? a. Computers b. Tests c. Books. a. b. c.

7. Evaluation at the district and classroom level is an accountability measure that is generally used as part of grading process. Some examples like: State assessments, district benchmark, or interim evaluations, score that are used for accountability of schools and students (report and grades), your c1(CPE certificate)……are on the list of: a. Formative assessment b. Summative assessment c. Integrative approaches. a. b. c.

8. One of the characteristics of a test is _____. a. That it is the qualitative criteria a teacher provides of a student´s performance b. That it is an estimate of an attribute of a person c. That it is a method of measurement. a. b. c.

9. Which of the following characteristics corresponds to summative assessment. a. Measures to what extent students have learn the material they have been taught. b. Provides feedback to the students during the learning process. c. Uses informal assessment to know the students´ progress. a. b. c.

10. A good example of the process of evaluation is: a. A teacher designs a test in such a way all or most of his/her students pass the course. b. After a test, a student got 5/10 then the teacher tells the student that she failed the course. c. Before a test, the teacher tells the students that the test is very difficult. a. b. c.

11. The primary focus of formative assessment is___________. A measurement of capacity or general ability to learn a foreign language a priori ( before taking a course) and ultimate predicted success in that understanding. The ongoing development of the learner´s language. When you give a student a comment or a suggestion, or call attention to an error, that feedback is offered to improve the learner‘s language ability. The feedback given in the form of grades, in specific course of lesson objectives. In addition, this type of assessment should sample all four skills and as many linguist discrete points as possible.

12. Achievement tests _________________ learners´ ability within a classroom lesson. a. collects b. measures c. estimates. a. b. c.

13. Informal assessment is: a. A type of assessment in which test are designed to provide teachers and students and appraisal of student achievement. b. Nonjudmental where the teacher does not make ultimate decisions about the student´s performance. The teacher is simply trying to be a good coach. c. Used to measure the learner‘s ability within a classroom lesson, unit, or even a total curriculum. It is limited to particular material addressed in a curriculum. a. b. c.

14. Specifying the ____________ of an assessment instrument is an essential first step in designing a test. a. Length b. formality c. purpose. a. b. c.

15. If a test measures what it proposes to measure and offers meaningful information about student´s ability, so this test is…… a. Authentic b. Reliable c. Valid. a. b. c.

16. Which one of the following corresponds to summative assessment? a. Summative assessment is an ongoing process that encompasses a wide range of methodological techniques. b. Summative assessment aims to measure what a student has grasped and typically occurs at the end of a course or unit of instruction. A summation of what a student has learned implies looking back and taking stock of how well that student has accomplished objectives. c. Summative assessment is limited to particular material addressed in a curriculum within a particular time frame and are offered after a course has focused on the objectives in question. a. b. c.

17. Which of the following examples corresponds to formal assessment procedures? a. The use of a student‘s journal or portfolio of materials is a formal assessment of the attainment of certain course objectives. b. The use of expressions such as “nice job” “Good work” “Did you say can or can‘t? Is consider formal assessment. c. Classroom tasks designed to elicit performance without recording results and making fixed conclusions about a student´s competence are formal assessment. a. b. c.

18. Which one is a good example of the process of evaluation? A .-Before a test, the teacher tells the class they are going to be tested in specific topics. The students study the subject and get excellent scores. B After a midterm test, the teacher realizes his students got a mean of 6/10. The next class he tells his students that they are too weak and need some extra classes. a. Only example b. Only example c. Both examples a and b. a. b. c.

19. Brown and Pryanvada 2010 claim that a test is reliable when we use ____________rubrics for scoring. a. Divergent b. Homogeneous c. Uneven. a. b. c.

20. A ________ test is not limited to any one course in the language, it test the overall ability. a. Proficiency b. Placement c. diagnosis. a. b. c.

21. According to B & p 2010, a test is practical when one uses appropriately _____________ a. Material resources b. Time constrains c. Available human resources. a. b. c.

22. According to b & P 2010 assessment should not take place every time a teacher is around a class because students. a. Need to know they are failing every time they are tested. b. Don´t need the feeling of being judged at every moment. c. Require a continuous assessment and continuous scoring. a. b. c.

23. If a listening test requires students to read passages to complete instead of requiring students to listen to attentively, it can be said that the test cannot include: a. Content validity b. Criterion validity c. Construct validity. a. b. c.

24. The emphasis in on the student´s ability to perform tasks by producing their own work with their knowledge and skills. The description relates to: a. Authentic assessment b. Alternative assessment c. Performance-based assessment. a. b. c.

25. Validity is considered the most _______ and arguably the most _______ principle a. clear - minor b. obvious - worthless c. complex – important. a. b. c.

26. A valid test_______ exactly what it proposes to measure? a. Measures b. Estimates c. neglects. a. b. c.

27. Unreliability may be caused by poorly written test items-that is, items that are_______ a. Precise and answer more than one question b. Blazed and poorly scored c. Ambiguous or that have more than one correct answer. a. b. c.

28. When students get anxious or stressed when they know they are going to be given a test in a specific moment of the learning process, this negative influence can be considered part of the ------- effect. a. Reliable b. Washback c. Checklist. a. b. c.

29. If you are trying to assess a person’s ability to speak a second language in a conversational setting, asking the learner to answer paper-and-pencil multiple-choice questions requiring grammatical judgments does not achieve ___________________________________ a. test reliability b. evidence c. content validity. a. b. c.

30. Practicality refers to the ______, down-to-earth, administrative issues involved in making, giving and scoring an assessment instrument. a. length b. difficulty c. logistical. a. b. c.

31. A reliable test is the one that gives clear _______ for scoring/evaluation. a. Directions b. assumptions c. hints. a. b. c.

32. An authentic test offers tasks that replicate real world ______ a. tasks b. people c. costumes. a. b. c.

33. A valid test of reading ability actually measures _________ a. reading ability b. 20/20 vision c. previous knowledge of a subject. a. b. c.

34. Following Brown and Priyanvada (2010), a test is valid if we contextualize the items presented in a test. Which means that the test items should not be ____ a. isolated b. too long c. rigid. a. b. c.

35. Good test construction is governed by ________________ a. Content analysis, time referencing, school rules, and government popularity. b. Sampling of methods, items design and scoring system. c. Research-based rules of test preparation, sampling of tasks, item design and construction, scoring responses, and ethical standards. a. b. c.

36. If we ask ourselves the following questions: Are unit objectives clearly identified? Are unit objectives represented in the form of the test specifications? Do the test specifications include tasks that represent all the objectives for the unit? Do those tasks involve actual performance of the target task? Do we talk about? a. Practicality b. Content validity c. Test reliability. a. b. c.

37. Dashing off some test items so that students will have something to do during the class is not an appropriate way to ___________ a test. a. define b. write c. approach. a. b. c.

38. Brown and Priyandvada (2010) assert that you as a new teacher should work first with known and accepted guidelines or traditional techniques; this means that it is wise for you not to_______ a. Try yet to experiment new testing designs. b. Design new testing patterns as soon as possible. c. Feel always confident in old fashioned testing procedures. a. b. c.

39. Specs stands for________________ a. Classroom specifications b. Special goals c. Specific designing. a. b. c.

40. _______ include materials such as essays and compositions in draft and final form, reports, projects, and presentations outlines. a. Portfolios b. journals c. rubrics. a. b. c.

41. The principle that refers to the logistically, administrative issues involved in making, giving, and scoring an assessment instrument is… a. Test reliability b. Practicality c. Validity. a. b. c.

42. Strategic competence is the ability to employ ______ to compensate for breakdowns as well as enhance the rhetorical effect of utterances. a. technical issues b. communicative strategies c. multiple intelligences. a. b. c.

43. The sources of unreliability in photocopying variations, the amount of light in different parts of the room, variations in temperature, conditions of desks or chairs, etc. Belong to the aspects of. a. Rater reliability b. Student-related reliability c. Test administration reliability. a. b. c.

44. The validity of a high score on the final examination of a foreign language course will be verified by the actual proficiency in the language. In this example it is shown a. A predictive validity b. Concurrent validity c. Construct validity. a. b. c.

45. Washback often refers to the _____ that tests have on instruction in terms of how students prepare for the test. a. effects b. quality c. privileges. a. b. c.

46. An objective that states, “Students will learn Simple Present Tense Statements” or simply names the grammatical focus of “Simple Present Tense” is not __________. a. reliable b. testable c. grammatical. a. b. c.

47. A way to approach a test is by examining _________ for the unit you are testing. a. the contents b. the objectives c. the results. a. b. c.

48. The secrecy of standardized tests is not a part of classroom assessment; in fact, one facet of effectively preparing students for a test is _______ a. providing enough studying material. b. reading the rules governing the test process. c. giving them a clear picture of the type of items and tasks they will encounter. a. b. c.

49. In classroom-based assessment, washback can have a number of __________ a. positive manifestations b. negative results. c. irrelevant influences. a. b. c.

50. Essays, projects, photos, journals, test scores, poetry, evaluations, reports, notes on lectures, etc. … are parts of: a. a self-assessment b. portfolio c. a resource. a. b. c.

51. Six questions should form the basis of your approach to _______________ tests in your classroom. a. encoding, and applying tests b. registering, scoring and administering c. designing, administering, and making maximum use of. a. b. c.

52. The two principles that stand out in support of multiple-choice formats are _______ a. Validity and authenticity b. Washback and validity c. Practicality and reliability. a. b. c.

53. _______ testing techniques with a little creativity can conform to the spirit of an interactive, communicative language curriculum. a. Old fashioned b. Traditional c. Renewed. a. b. c.

54. The first and perhaps most important step in designing any sort of classroom assessment (or in determining the appropriateness of an existing test) is_______that your students are about to perform. a. To step back and consider the overall purpose of the exercise b. To ask yourself the question: What are the objectives of the test? c. To review the process and provide adequate formats. a. b. c.

55. Multiple-choice items are all ______ in which the test-taker chooses from a set of responses. a. hard to solve b. receptive items c. too easy items. a. b. c.

56. As you design your final exam, it´s important to consider the _______ of the students. a. age b. racial group c. language background. a. b. c.

57. The more meticulous you are in ______, the better off you will ultimately be in providing your students with appropriate opportunities to perform well. a. specifying details of an assessment procedure b. detailing the content of the test c. scoring a test. a. b. c.

58. Which of the following specifications for a midterm essay you would not be likely to include? a. Write a prompt on either a narrative or a description essay b. The prompt must be on a familiar topic that students will with a reasonable level of confidence be able to write coherently about. c. Students will be allowed a two-days time limit to practice. a. b. c.

59. Item facility (IF) is _________ for the proposed group of test- takers. a. the extent to which an item is easy or difficult b. the easiness to take a test c. the length and time duration. a. b. c.

60. If your objective is to design a ______ test for repeated administrations, then a multiple-choice format indeed becomes viable. a. large-scale standardized b. precise and inexpensive c. medium sized. a. b. c.

61. The appropriate selection and arrangement of suitable multiple-choice items on a test can best be accomplished by measuring items against three indices: _______. a. item flexibility, item complexity, and item randomness. b. item facility, item discrimination; and distractor analysis. c. item feasibility, item design, and item strictness. a. b. c.

62. For classroom purposes, the ______ are your guiding plan for designing an instrument that effectively fulfills your desired principles, especially _______. a. specs – validity b. sheets – time c. time consuming and literal. a. b. c.

63. Which of the following weaknesses, mentioned by Brown and Priyanvada (2010), should not belong to the list? a. The technique test only recognition knowledge b. Cheating may be facilitated c. Tests can be practical and valid. a. b. c.

64. Standardized tests are confidential so that the institution that is designing the test can ensure the ___________of subsequent forms of a test a. Reliability b. Validity c. Practicality. a. b. c.

65. One of the rules of __________ is to remove needless redundancy from your options or alternatives. a. Succinctness b. applicability c. transition. a. b. c.

66. Appropriate test items will generally have IFs that range between_______. a. 0.50 and 0.65 b. 0.05 and 0.25 c. 0.15 and 0.85. a. b. c.

67. Two good reasons for occasionally including a very easy item (.85 or higher) are to ______ of “success” among lower-ability students and to serve as warm-up items. a. build in some affective feelings b. write unknown information to the student c. relate the content to real life. a. b. c.

68. In an oral elicitation such as a conversation or dialogue where the students are asked to listen, which of the following is mostly to be stated as a written response mode? a. Answer the following questions b. Repeat the conversation orally c. Fill in the blanks with the correct response. a. b. c.

69. Item discrimination (ID) is the extent to which an item differentiates between __________-ability test-takers. a. high and low b. fast and slow c. clear and obscure. a. b. c.

70. Which of the following can be considered an academic standard in Ecuador a. Students must know addition in the second year of basic education b. Students must wear uniform every Monday. c. Teachers should hand in class plans after each didactic unit. a. b. c.

71. Which of the following shall not be considered an academic standard in Ecuador?? a. Students must take English as a complementary subject in secondary level. b. Teachers should apply a diagnostic test at the beginning in the school year- c. Students must be 18 years old to finish high school. a. b. c.

72. Standardized tests offer______ and are often supported by impressive construct validation studies a. Lower levels of interest and responsibility b. High levels of practicality and reliability c. Positive feedback. a. b. c.

73. One of the following is not a pre-test characteristic to take into consideration the day before the test. Which one is it? a. Tell the students about the material they should bring b. Gives the students a chance to ask any question, and provide answers. c. Grade the test with the students. a. b. c.

74. One clear, practical use for ID indices is to select items from a test bank that includes ______. a. old items and new ones. b. more items than you need. c. a test bank. a. b. c.

75. Standard based assessment refers to procedures that have been ____________ to test such competencies. a. Specifically designed b. Tested c. Discarded. a. b. c.

76. In Ecuador, the institution that states the regulations and educational standards is the---- a. Mies b. Board of Culture c. Ministry of Education. a. b. c.

77. Another consequence of standardized testing is test-driven learning. This means that students feel that one single measure of performance will have a ______ a. Predisposition to success b. Definitive effect on their lives c. Acknowledgement in their towns. a. b. c.

78. Some of the earliest formal examinations of tests have been traced back almost _____ a. 2,000 years b. 1,000 years c. 500 years a b c. a. b. c.

79. The respectably moderate correlations between standardized tests such as: TOEFL, GRE, and SAT, and academic performance are used to _________ on the basis of one relatively inexpensive sit-down multiple-choice test. a. justify determining the students’ educational future b. talk about the competencies students need c. consider the linguistic development. a. b. c.

80. We can say that the “________ test” was a phonetic test. a. Hindi b. listening c. Shibboleth. a. b. c.

81. A goal for making foreign language instruction more communicative in Europe is presented in the formulation of a set of standards known as the _________ for Languages (Council of Europe, 2001; u-ww.coe.int). a. Test of English as a Foreign Language TOEFL b. Common European Framework of Reference (CEFR) c. Scholastic Assessment Test (SAT). a. b. c.

82. Some studies have found that standards-based tests can _____ the curriculum pushing instruction toward lower-order rather than higher order cognitive skills. a. narrow b. affect positively c. interfere. a. b. c.

83. In what country did the Ministry of Education include an oral skills component as part of the standard requirements to exit high school? a. Australia b. Japan c. China. a. b. c.

84. Advantages of institutionally ______ include, foremost, a ready-made, previously validated product that frees the teacher from having to spend hours creating a test. a. supported assessment processes b. administered standardized testing c. onsite validation. a. b. c.

85. A standard based test is the one that________ a. Is taken by students at the end of a unit b. Follows the stated benchmarks c. Contains multiple choice items. a. b. c.

86. Which of the following is not a teacher standards domain according to Kuhlman‘s three domains (2001): a. linguistics and language development b. culture and the interrelationship between language and culture c. political and management instruction. a. b. c.

87. What does the acronym CASAS stand for? a. Californian Admission Standards for Adult System b. Correlational Assessment Standardized Admission System c. Comprehensive Adult Student Assessment System. a. b. c.

88. CASAS assessment instruments are used to measure functional reading, writing, listening, and speaking skills, as well as ____ skills. a. higher-order thinking b. speaking and thinking c. academic essay writing. a. b. c.

89. In English speaking countries, universities rely on test such as the Test of English as a Foreign language (TOEFL) or the International English language Testing System (IELTS) to determine the _________ of students who apply for admission a. Level of interest b. Language ability c. Cultural background. a. b. c.

90. Which of the three tests are required to enter Law school in an American University? a. GRE b. LSAT c. GMAT. a. b. c.

91. According to Akiyama, 2004; Chinen, 2000; Sakamoto, 2002; Yoshida, 2001, English language standards are not reasonable in several _______ countries due to the English proficiency level of teachers and the practical uses for English in the real world outside the classroom. a. Every Latin American b. European speaking c. non-English speaking. a. b. c.

92. Barnett & Antenucci ( 2006) annotate that the Australian Council of TESOL associations has developed standards for teachers and outlines the expectations to TESOL practitioners in relation to the three orientations: A Working in a multicultural society, B second language education, and C the practice of TESOL. Which of the three orientations you think cannot be applied to Ecuadorian teachers? a. Only a b. B and c c. Either a or b. a. b. c.

93. The CELDT is a battery of instruments designed to assess the attainment of _______ standards across grade levels. a. ELD b. TOEFL c. GRE. a. b. c.

94. The Comprehensive Adult Student Assessment System (CASAS) is a program designed to provide broadly based assessments of ESL curricula across the United States. The system includes more than 80 standardized assessment instruments used to place learners in programs, diagnose learners, needs, monitor progress and a. Certify mastery of functional basic skills b. Provide skills for citizenship c. Select members of a government position. a. b. c.

95. The use of the LALAR system provides useful data on students’ performance at all grade levels for oral production and for reading and writing performance in ________ school grades (1-8). Further research is ongoing for high school levels (grades 9-12). a. kinder and high school b. secondary c. elementary and middle. a. b. c.

96. TOEFL stands for the test of English as a foreign language, GMAT stands for graduate Management admission test and the acronym GRE stands for a. General referenced Exam b. Graduate record Exam c. Greenwich Referenced English. a. b. c.

97. Which of the following is not a characteristic of a standardized test? a. standard- based b. norm referenced c. short and practical. a. b. c.

98. One of the following is not a characteristic of a standardized test. Which one is it? a. Product of research and development b. Systematic scoring and administration procedures c. Length referenced by international structures. a. b. c.

99. Well-established standardized tests usually demonstrate high _____ between performance on such tests and target objectives. a. correlations b. imbalances c. differences. a. b. c.

100. O’Malley and Valdez Pierce (1996) considered ___________ a subset of authentic assessment. a. performance-based assessment b. task-based assessment c. rubric-based assessment. a. b. c.

101. Tests, especially the large-scale standardized tests, tend to be one-shot performances that are timed, multiple choice, decontextualized, norm-referenced, and that foster ______ a. essential connotations b. integral cultural patterns. c. extrinsic motivation. a. b. c.

102. Alternatives such as portfolios, conferencing with students on drafts of written work, or observations of learners over time all require considerable ________ on the part of the teacher and the student, as well as greater costs to institutional budgets. a. time and effort b. quality c. expenses and time limits. a. b. c.

103. Rubrics are not a separate alternative in ________. a. assessment b. learning c. scoring. a. b. c.

104. After Reading B & P (2010) textbook unit 6, what characteristics from the three will fit to a grammar journal? a. It provides a risk free zone where students can experiment with new grammar skills in the context of their writing. b. It helps students to understand the importance of setting their own goals and then self-monitoring their oral achievement. c. A routine part of language classroom. a. b. c.

105. Creating effective rubrics requires effort, care and_________ on part of the test designer a. Inaccuracy b. Precision c. Neglect. a. b. c.

106. Another _____ is the inappropriate use of such tests, for example, using an overall proficiency test as an achievement test simply because of the convenience of the standardization. a. Advantage b. strength c. drawback. a. b. c.

107. Standardized test that don´t work are often the product of ___________ validation a. a short-sighted construct b. ample and thoughtful c. Deep and thoughtful. a. b. c.

108. From what we have read in our textbook by b & P, in what instance you believe the TOEIC test shall be applied a. Any person who wants to work in the USA b. Any student who wants to apply for a scholarship c. A politician who wants to be a candidate for senator. a. b. c.

109. A portfolio, form the point of view of education assessment, can be defined as: a. A format of class planning and objectives achievement b. A compilation of student work assembled for the purpose of evaluating coursework quality and academic achievement c. A wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-word issues, problems and applications. a. b. c.

110. Performance as assessment procedures need to be treated with the same rigor as traditional test. This implies that teachers should_____ a. Limit the level of performance b. State the overall goal of the performance c. Transform this into alternative assessment procedures. a. b. c.

111. Assessments used to supplement or replace traditional tests imply a responsibility to be rigorous in determining objectives, response modes, and _______ interpretation´ a. Authenticity b. Intrinsic motivation c. Criteria for evaluation. a. b. c.

112. The Acronym CRADLE designates six possible attributes of a portfolio a. Composing, rationale, admission, differential, law and education b. College, resources, assessing, demonstrate, language and evaluation c. Collecting, reflecting, assessing, documenting, linking, evaluating. a. b. c.

113. A student-generated test can be_____ a. Productive, intrinsically motivating, autonomy building processes b. Insecure and low on validity c. High performed, low in anxiety, stylish and planned. a. b. c.

114. According to Norris et al. (1998), performance-based assessment, involves test-takers in the performance of tasks that are ________ and that are “rated by qualified judges”. a. rare b. “as authentic as possible” c. engaged in real world tasks. a. b. c.

115. A portfolio attains maximum authenticity and ______________ when it is an integral part of a curriculum a. washback b. validity c. practicality. a. b. c.

116. With some creativity and effort, we can transform otherwise inauthentic and negative washback producing test into more a. Pedagogically fulfilling learning experiences b. Economically and less time consuming efforts c. Unreliable assessment process. a. b. c.

117. A rubric is a device to evaluate ________oral and written responses of learners a. Open-ended b. Multiple choice c. Short answers. a. b. c.

118. A practical test has clear ________ for administration. a. directions b. purposes c. scores. a. b. c.

119. A reliable test contains items that are _________ to the test-taker. a. uncertain b. unambiguous c. unclear. a. b. c.

120. A reliable test is ______ and dependable if you give the same test to the same student on two different occasions. a. consistent b. practical c. valid. a. b. c.

121. A reliable test is the one that has uniform _______ for scoring. a. results b. paging c. rubrics. a. b. c.

122. A standardized test, among other things, presupposes certain standard objectives or performance levels-now better known as standards (and also known as ________)-that are held constant across one form of a test to another. a. questions b. benchmarks c. quality objectives. a. b. c.

123. A teacher evaluates when he/she _____. a. values the results to convey this information into a consequence. b. reports the results of a test to his/her superiors. c. designs instruments to test students achievements. a. b. c.

124. A test of language proficiency that takes _______ five hours to complete is _______. a. a student – impractical b. a test-taker - practical c. a test administrator - reliable. a. b. c.

125. According to Chun (2006), what do many test types fail to simulate? a. Appropriate number of items. b. Real world tasks c. Student`s necessities. a. b. c.

126. According to Spaan, 2006, large-scale standardized tests that are widely distributed and therefore are broadly generalized; test specifications are much more ________. a. complex and long. b. formal and detailed. c. time consuming and literal. a. b. c.

127. An authentic test contains ________ that is as natural as possible. a. an objective b. language c. standard. a. b. c.

128. Another issue in content validity is test specifications (specs). What does this mean? a. That a test should have a structure that follows logically from the lesson or unit you are testing. b. That every rule should be clearly understood by the test-taker and students. c. That a test items should be mainly based on a single and updated textbook. a. b. c.

129. Content-related evidence of validity is when ____. a. a test actually samples the subject matter about which conclusions are to be drawn. b. the content of a tests is previously tested. c. students and the test taker agree on the results. a. b. c.

130. Evaluation involves _____. a. the design of standardized tests. b. the registration of letters or numbers in a scoring board. c. the interpretation of information taken from any assessment procedure. a. b. c.

131. Every curriculum should have appropriately framed, assessable objectives, that is, ____________. a. objectives stated in terms of overt performance by students. b. curriculum designed based international standards. c. objectives stated based on a defined teaching series. a. b. c.

132. Every multiple-choice item has a ______ and several options or alternatives to choose from. a. root b. trunk c. stem. a. b. c.

133. Now, learners of all ages and in all fields of study are benefiting from the tangible, hands-on nature of _______. a. rubrics specialization b. portfolio development c. accountability. a. b. c.

134. One of the characteristics of assessment is _____ a. An on-going process where someone, such as a teacher, makes appraisal of student´s performance. b. Genre of assessment techniques. c. The first activity a teacher makes at the beginning of a class. a. b. c.

135. If test is consistent and yields similar results when administered to different students groups, we say that ii has a high degree of: a. practicality b. reliability c. authenticity. a. b. c.

136. Performance based assessment of language typically involves _______________. a. oral production b. scientific production c. visual performance. a. b. c.

137. Rubrics are usually composed of a set of criteria or ________, each with descriptions of levels of expectation. a. validity b. objectives c. competencies. a. b. c.

138. The construction of such standards makes possible a (n) _________ between standardized test specifications and the goals and objectives of educational programs. a. discord b. opposition c. concordance. a. b. c.

139. The Graduate Record Exam (GRE) is a required standardized test for entry into many________. a. graduate school programs b. high schools c. management positions. a. b. c.

140. What do we understand for measurement? a. The process that necessarily entails testing. b. The process of quantifying the observed performance of learners. c. The teaching technique a teacher uses every day. a. b. c.

141. __________ refers to the test itself, if it fits into the time constraints, it means it should not be too long or short, the item should be clear so that it will be not end with ambiguity. This is a definition for a. rater reliability b. test reliability c. test administration reliability. a. b. c.

142. Brown and Abeywickrama (2010) conclude that tests should be constructed based on appropriately _________objectives. a. rejected b. short termed c. framed and assessable. a. b. c.

143. The purpose of an assessment is what Bachman and Palmer (1996. Pp. 19) refers to as test __________or, very simply put, to what use will you put an assessment. a. usefulness b. adequacy c. validity. a. b. c.

144. Tests are only a category or a technique of ___________ a. assessment b. method c. learning. a. b. c.

145. A device used to evaluate open-ended oral and written responses of learners is called: a. scoring b. grading c. rubrics. a. b. c.

146. Inter-rater reliability happens when _________. a. a tester applies the same test to two different groups. b. two or more scores yield consistent scores of the same test. c. an important amount of items differ from one test to another. a. b. c.

147. A test whose purpose is to place a student into a particular language level, school, section, etc. is called: a. aptitude test b. proficiency test c. placement test. a. b. c.

148. fear of failure is perhaps one of the strongest negative emotions a student can experience, and the most common instrument inflicting such fear is the ________ a. education b. item c. test. a. b. c.

149. The traditional assessment examples would be: a. standardized exams, non-interactive performance. b. timed multiple-choice format, norm-referenced scores. c. contextualized communicative tasks, interactive performance. a. b. c.

150. __________refers to the influence of testing and learning, the influence itself can be positive or negative. This is a definition for: a. reliability b. authenticity c. washback. a. b. c.