Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Identifying Test Objective (Assessment of Learning) - CES report 011114mcdelmundo
The main topic of my report is Identifying Test Objectives on my subject which is "Assessment of Learning". This presentation includes different kinds of test, its uses and objectives as well.
This Power Point presentation will give you the basic guidelines as well the main and most important aspects to be considered when testing and evaluating Grammar among your students.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. Anata Rohana S
Indah Hartanti
Khurun’in Amalia
Lukmanul Hakim
Mery Puspita
M Arif Taufiqurrohman
M Risky Hakiki
Prasetyo Rifki F
Tria Hidayani
Yossy Dendi Mahadi
M Abdul Azis -
5. To test English grammar mastery, the multiple choice test must be used
due to its merit of guaranteeing the fulfillment of the content validity of
achievement tests.
The construction of many multiple choice test items has not been
based on a very important consideration to aid learning processes
6. 1. The boy stepped on a piece of ice and ……………. flat on his face
a. fell
b. fall
c. felled
d. falled
Example
Option a. fell, The content of the problem is the English simple past tense
Option b. fall, is not a content of tense, but concord between the subject and
the predicator
Option c. felled, is a correct past tense form but the meaning is not “fall down”
but ”cut down” such as felling trees
Option d. falled, is a non occurrent form in English, that is, a
form that does not exist in the English language.
7. Types
Correct Answer
Best Answer
Only one correct response
Requires examinee to select alternative
closest to being correct
Fine distinctions
Multiple Answer
Only one correct response
8. Steps
1
2
The first step is to know what the teacher wants to test and to have
the sentence
I like tea but I haven’t / don’t like coffee
Next the teacher writes out the sentence substituting a blank for
the area being tested and then writes in the correct option and the
distractor which the student has provided
I like tea but I .......................coffee
A. don’t like
B. haven’t like
3 Now the teacher adds two more distractors
I like tea but I .......................coffee
A. don’t like
B. haven’t like
C. doesn’’t like
D. like
9. Steps
4 Finally the teacher should check to be sure that other options
are not correct and ask his or her fellow teachers to try the test
to find possible imperfections.
10. Every sentence there are four underline words or underline phrases
and student asked to choose one of word or phrase which not true.
Example
1 Patient : I have trouble with my skin. It’s very sensitive and irritable.
A
Doctor : Take this medicine twice a day. But you should avoid to eat fish.
B C D
Answer : D
Because avoid must followed by gerund, so to eat become eating
11. Example
2 Rekha : Is your sisterin collage?
A B
Jay : No, she work in the hospital.
C
Rekha : And your little brother?
Jay : He studies in a Senior High School.
D
Answer: C
Because the subject is ‘she’ so ‘work’ became ‘works’
12. Example
3 Dani : What would you do if you ware a milionare?
A B
Fian : I will take a trip around the world.
C D
Answer: C
Because that is “conditional sentence tipe 2.” So will take became would take
13. Rearrangement items can take several forms, the first of which to
consider here will be the multiple-choice type.
Here are two of the errors he made:
‘You know how is it.’
‘I wonder did you grow more fatter since summer.’
If we attempt to test the first error by means of an ordinary multiple-
choice item, we are faced with the problem of being restricted to only
two options: the correct option and the distracter (i.e. the error).
You know how …….
A. it is B. is it
14. As the item stands here, we cannot possibly construct other options.
It becomes necessary, therefore, is lengthen the original statement
to: You know how warm it is today. The item
Would then read:
‘Won’t I need a coat ?’
‘Well, you know how……..’
A. Warm is it today
B. Today is it warm
C. Is it warm today
D. Warm it is today
E. Today is it warm
15. Construction rearrangement items
Example
Rearrangement the sentence below into the correct answer !
Tom/sleeping/I/arrived/when/was
a) Tom was sleeping when I arrived
b) I was arrived when Tom sleeping
c) When Tom was arrived I sleeping
d) I sleeping when Tom was arrived
16. Carefully constructed completion items are a useful means of testing a
student’s ability to produce acceptable and appropriate forms of
language. They are frequently preferable to multiple-choice items since
they measure production rather than recognition, testing the ability to
insert the most appropriate words in selected blanks in sentences. The
word selected for omission are grammatical or functional words (e.g. to,
it, in, is, she): content words may be selected in a vocabulary or
reading test.
17. Example
Put a, the, or some in each blank only where necessary. If you
think that no word should be placed in the blank, put a cross (x)
there.
1. Can you see ……sun shining through the clouds?
2. I saw your uncle …..day before yesterday.
3. What have you been doing since I saw you ……last summer?
18. Type
By providing a context:
Kim usually goes to the cinema about once a week but she …….four films
already this month and it’s only the 20th today. (possible answers: has
seen/will have seen/must have seen)
By providing data:
I go to the cinema regularly, but it’s ages since I last saw a play.
I go to the cinema regularly, but I ……….to the theatre for months.
(Possible answers: haven’t been/haven’t gone/haven’t been going/haven’t
been able to go)
19. Type
By using multiple-choice techniques:
I ……to the theater three times since I last
saw you.
A. Go
B. Have been
C. Had gone
D. Went
20. Extremely useful for testing ability to produce structures in the
target language. It is the one objective item type which comes
closest to measuring some of the skills tested in composition
writing, although transforming sentences is different from
producing sentences.
• Rewrite each of the following sentences in another way
• giving some idea of the range of areas
Kinds
21. Definition
The first sentence contain few words of another
sentence to change the original sentence without
changing the meaning
Example
Jim hasn't been home in a long time.
Become
It's been a long time for Jim at home because he always ……
(depend on)
It is difficult to study when it is so noisy.
Studying is very hard to do when the condition is uncomfortable
22. • Traditional type of test but the layout is improved in this particular case
by providing blanks on the right of the text for completion. The
continuity of the text is not impaired more than necessary by having
both blanks and underlined words inserted in the sentences
• This type of item is useful for testing the student’s ability to use correct
tenses and verb forms
23. Example
Verb, tenses, etc
Researchers (1) to convince that a drug. The (2) to test
can improve the memory and that it (3) to be the
forerunner of other drugs which eventually (4) to
improve mental ability.
1. Convince
2. Test
3. Is
4. Improve
24. Example
Word building
Students who were given the drug for a fortnight did
considerably (1. well) in tests than others. The tests included the
(2. memorize) of lists of words as well as of (3. inform) from two
messages transmitted at the same time.
1. Better
2. Memorizing
3. Information
25. This type of item tests the student’s ability to write full sentences from a series
of words and phrases, and thus not allow the test writer to concentrate
exclusively on testing those particular grammatical features which may have
just been practiced in class. It is nevertheless a useful device for testing
grammar provided that the tester is aware that several other areas of the
language are being tested in addition to those on which he or she wishes to
focus attention.
In this type of test item, students should be instructed to make whatever
changes are necessary to form good sentences, adding articles, prepositions,
etc. where required and putting verbs in their correct tense.
26. Definition
Pairing and matching items are type of item that is presented in
groups as a series of questions that must be paired and matched by
the student to one of a group of possible answer options
27. Example
Column 1 Column 2
1. Doing to see a film tonight ?
2. How was the film?
3. I can’t stand war film, can you?
4. Don’t you find war films too
violent?
5. Have you ever seen a Japanese
war film?
6. Is everyone going to see the
film?
A. No, I didn’t
B. Most are, I think.
C. It’s one of the reasons
D. I had a lot of work to do
E. Actually, I quite like them.
F. Yes, I probably will
G. No, I haven’t
H. What a good idea! I prefer them to
I. So do I
J. All right. Nothing special
K. Not really, I quite like them.
Guideline 1
There should be more answer options than question
Guideline 2
Questions should be on the left and answer options on
the right.
28. These objective-type items have long been used in past tests. They
should be used sparingly, however, as they involve largely
mechanical responses on the part of the student. Note that although
the separate sentences are linked to one another by theme, the items
can hardly be described as being contextualized in any real way
29. Combination item
Sentence combining exercises can play a part in testing grammar as
well as its more traditional use as part of composition testing and
training.
Example
I met a man.
The man went to the same high school I did.
Become:
I met a man who went to the same high school I did.
30. Additional items
I am (read) book right now.
Become
I am reading book right now
Addition is -ing