Carefully examine the objectives of the test. (Assessing Clear, Unambiguous Objectives)

• A) Assessing Clear, Unambiguous Objectives
• B)
• C)
• D)

Drawing Up Test Specifications Test specification should consist of: a broad outline of the test; what skills will be tested; what the items will look like.

• A) Drawing Up Test Specifications Test specification should consist of: a broad outline of the test; what skills will be tested; what the items will look like.
• B)
• C)
• D)

The tasks that the test-takers must perform need to be practical. They should be reliable and easily evaluative by the teacher. (Devising Test Tasks)

• A) Devising Test Tasks
• B)
• C)
• D)

The tasks themselves should strive for authenticity, and the progression of tasks ought to be biased for best performance.

• A) The tasks themselves should strive for authenticity, and the progression of tasks ought to be biased for best performance.
• B)
• C)
• D)

Start with some warm up questions and comments, then put objective questions that are level check questions, then probe (opinion based question).

• A) Start with some warm up questions and comments, then put objective questions that are level check questions, then probe (opinion based question).
• B)
• C)
• D)

In the end, wind down (comments or reassurance).

• A) In the end, wind down (comments or reassurance).
• B)
• C)
• D)

Designing multiple choice items and design each item to measure a specific objective.

• A) Designing multiple choice items and design each item to measure a specific objective.
• B)
• C)
• D)

State both stem and options as simply as possible and make certain that the intended answer is clear and the only correct one.

• A) State both stem and options as simply as possible and make certain that the intended answer is clear and the only correct one.
• B)
• C)
• D)

Use item indices to accept, discard, or revise items.

• A) Use item indices to accept, discard, or revise items.
• B)
• C)
• D)

Tests vary in the form and function of feedback, depending on their purpose. (Scoring, Grading and/or Feedback)

• A) Scoring, Grading and/or Feedback
• B)
• C)
• D)

A standardized test requires:

• A) A standardized test requires
• B)
• C)
• D)

All test takers to answer the same questions or a selection of questions from common bank of questions in the same way.

• A) All test takers to answer the same questions or a selection of questions from common bank of questions in the same way.
• B)
• C)
• D)

Is scored in a “standard” or consistent manner which makes it possible to compare the relative performance of individual students or groups of students.

• A) Is scored in a “standard” or consistent manner which makes it possible to compare the relative performance of individual students or groups of students.
• B)
• C)
• D)

Standardization presupposes certain standard criteria that are held constant across one form of the test to another.

• A) Standardization presupposes certain standard criteria that are held constant across one form of the test to another.
• B)
• C)
• D)

scale standardized tests are designed to apply to a broad band of competencies that are usually not exclusive to one particular curriculum. (The criteria in large)

• A) The criteria in large
• B)
• C)
• D)

A good standardized test is the product of a thorough process of empirical research and development.

• A) A good standardized test is the product of a thorough process of empirical research and development.
• B)
• C)
• D)

Referenced Tests: These tests are standardized tests designed to compare and rank test takers in relation to one another. (Norm)

• A) Norm
• B)
• C)
• D)

referenced score is typically reported as a percentile ranking. E.g., an individual who scores in the 90th percentile has performed as well as or better than 90% of other test takers. (A norm)

• A) A norm
• B)
• C)
• D)

Referenced Tests: It measures an individual's performance against a set of predetermined criteria or performance standards. It is desirable for an individual to earn a perfect score. (Criterion)

• A) Criterion
• B)
• C)
• D)

In educational settings, these tests may be used to assess whether the student has learned a specific body of knowledge. Lesson-16 ASSESSMENT OF LANGUAGE SKILLS II

• A) In educational settings, these tests may be used to assess whether the student has learned a specific body of knowledge. Lesson-16 ASSESSMENT OF LANGUAGE SKILLS II
• B)
• C)
• D)