This document discusses various test techniques used to assess language ability. It describes multiple choice items as being perfectly reliable but only testing recognition knowledge. Short answer items are less susceptible to guessing but require more time to score. Gap filling items work for listening and reading tests but can be difficult for grammar. When writing test items, it is important they reliably and validly measure the intended language ability and have unambiguous instructions. Item types should be varied to reduce method effects influencing scores. Overall, good test techniques aim to efficiently and accurately obtain information about a student's language proficiency.

1. Common test techniques
Christian Puma

2. What are test techniques?
 Test techniques  obtain information from students that will tell us about their
language activities.
 Characteristics:
 Elicit behavior which is reliable and valid indicator of the ability in which we are
interested
 Elicit behavior which can be reliably scored
 Economical (time and effort)
 Beneficial backwash

3. Multiple choice items
 Structure: stem + options (correct answer and distractors)
 Benefits:
 Perfectly reliable
 Economical

4. Multiple choice
Difficulties:
 It tests only recognition knowledge
 The person who can identify the correct response may not be able to produce the correct
form when speaking or writing.
 Guessing
 3 multiple choice options  33% can guess
 We cannot know when the student guess
 Recommendation: at least 4 options
 Apply the test to other people (check distractors)

5. Multiple choice
Difficulties:
 It restricts what can be tested
 Distractors are not always available  grammar
 It is difficult to write successful items
 Experience will help to recognize good items
 Common mistakes:
 More than one correct answer,
 No correct answer
 Clues in the instruction
 Ineffective distractors
 Development of items banks  more time and expertise

6. Multiple choice
Difficulties:
 Cheating may be facilitated
Examples
 http://www.cambridgeenglish.org/test-your-english/adult-learners/
 http://www.grammarbank.com/grammar-quizzes.html

7. Yes/No and True/False items
 Weakness  2 OPTIONS
 Sometimes  give a reason of your choice (why yes?/Why no?)
 Problems:
 Add a writing task when it is not tested (validity problem)
 Responses are difficult to score (reliability and validity problems)

8. Short answer items
 Common in listening and reading tests
 Advantages:
 Guessing will contribute less
 It is not restricted by distractors
 No cheating
 Items should be easy to write
 Disadvantages:
 Items will be longer (responses) and this reduce the number of items
 Language production
 If judgment is required  scoring may be invalid/unreliable
 Scoring may take longer

9. Gap filling items
 Listening or reading  the missing word has to be in the test
 Grammar or vocabulary  problems
 Grammar: an element is discontinuous (progressive), modals (more than one option)
 It is necessary that teachers clarify instructions (ex. ONE word can be put in each
gap)

10. Item writing and moderation

11. Qualifications for item writing
 Teachers  students that took a similar class = students who will take the test 
what is difficult, easy, cultural background, etc.
 However, those teachers who had experience will not be good item writers.
 Good item writers  creative, sensitive, imagination  full-time for testing
institutions or partial time.

12. Test versus exercises
 Sources for exercises can be used for tests
Test Exercises
• Behavior or language can be
judged (evidence of ability).
• Students do not get support of the
teacher.
• Tests must have clear instructions
(simple and unambiguous).
• Tests has to be valid and reliable.
• Tasks to develop understanding
and through feedback improve
behavior and thoughts.
• Students get support of the teacher
or classmates.
• Exercises are not necessarily valid
and reliable.

13. Where to start?
 Lack of specifications and objectives because teachers use past papers.
 It is appropriate to vary test content and test method.
 Past papers will be used as second step in writing.

14. Item types
 Method effect  affect the student’s score  REDUCE  research is needed.
 We are not interested in knowing whether the students are good in multiple choice
tests or not  we are interested in the student’s knowledge and abilities.

15. Problems with particular items
 General problems:
 Apply to all test types:
 What an item is testing?  Ex.
Rearrange the following letters: odg (dog) / woc (cow) / onli (lion)
Vocabulary (spelling) and intelligence
 Distractors  JUST ONE ANSWER
 Instructions MUST be clear  avoid students mistakes because of ambiguous instructions