LANGUAGE TESTING

39. _______ 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.

13. _______ 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.

14. _______ 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.

6. A _____ test is not limited to any one course in the language, it tests the overall ability. a. proficiency b. placement c. diagnosis. a. b. c.

23. 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.

6. 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.

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

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

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

7. 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.

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

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

40. A rubric is a device used to evaluate ______ oral and written responses of learners. a. open-ended b. multiple choice c. short answer. a. b. c.

31. Astandard-based test is the one that ________. a. Is taken by students at the end of a unit b. Follows the stated bencharks c. Contains multiple choice items. a. b. c.

23. 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.

40. 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.

4. 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.

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

8. 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.

... a. b. c.

10. A valid test of reading ability actually measures _________. a. reading ability. b. 20/20 vision. c. p revious knowledge of a subject. a. b. c.

13. 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.

25. 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.

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

38. 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.

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

21. 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.

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

30. 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.

...... a. b. c.

38. 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.

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

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

14. 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.

31. 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.

...... a. b. c.

10. 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.

19. 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.

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

36. Assessments used to supplement or replace traditional tests imply a responsibility to be rigorous in determining objectives, response modes, and _____ and interpretation. a. authenticity b. intrinsic motivation c. criteria for evaluation. a. b. c.

..... a. b. c.

25. 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.

10. 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.

13. 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.

2. Evaluation entails: a. Taking the result 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.

4. 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.

13. 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.

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

17. 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.

..... a. b. c.

11. 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.

9. 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.

16. 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.

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

24. 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.

30. In English-speaking countries, universities rely on tests such as the Test of English as a Foreign Language (TOEFL Test) 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.

25. 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.

21. 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.

20. 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.

18. 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.

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

36. 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.

35. 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.

22. 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.

1. 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.

2. 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.

...... a. b. c.

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

7. 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.

35. Performances as assessment procedures need to be treated with the same rigor as traditional tests. 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.

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

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

39. 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.

14. 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.

23. 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.

25. 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.

18. Specs stands for ______________. a. classroom specifications b. special goals c. specific designing. a. b. c.

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

24. Standards-based assessment refers to procedures that have been _______ to test such competencies. a. specifically designed b. tested c. discarded. a. b. c.

16. 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.

27. 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.

33. Standardized tests that don't work are often the product of ______ validation. a. short-sighted construct b. ample and thoughtful c. deep and thoughtful. a. b. c.

3. 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 intelligencies. a. b. c.

37. 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.

40. The acronym CRADLE designates six possible attributes of a portfolio: _________. a. Composing, rationale, admission, differentiate, law, education. b. College, Resources, Assessing, Demonstrate, Language, Evaluation. c. Collecting, Reflecting, Assessing, Documenting, Linking, Evaluating. a. b. c.

20. 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.

28. 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.

24. 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.

........ a. b. c.

29. 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.

16. 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.

27. 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.

15. 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.

28. 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.

18. 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.

20. 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.

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

11. 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.

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

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

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

2. 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 everyday. a. b. c.

26. 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.

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

32. 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.

27. 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.

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

37. With some creativity and effort, we can transform otherwise inauthentic and negative-washback-producing tests into more _______. a. pedagogically fulfilling learning experiences. b. economic and less time consuming efforts. c. unreliable assessment process. a. b. c.

........ a. b. c.

......... a. b. c.

37. a. b. c.

37. a. b. c.

37. a. b. c.

37. a. b. c.

37. a. b. c.

37. a. b. c.

37. a. b. c.

37. a. b. c.

37. a. b. c.