TESTING LITERATURE (Eng. 205 Language Assessment)

Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
GRADUATE SCHOOL
Pililla Campus
SARAH A. PANIS
Reporter
LANGUAGE TESTING
Course
DR. ROMMEL R. CASTRO
Professorial Lecturer

• to develop literary competence
• to bring a literary piece of art to
students intellectual and
emotional baggage
• to develop decision-making and
meaning making
E. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from
https://blog.prepscholar.com/ap-literature-exam

1. Aim for balanced test. The test can include
knowledge and skills items; guided, controlled and
free response items; productive and receptive
response type items.
2. Use actual, authentic texts. The items require
contact with actual texts. This will eliminate
dependence on prepared or memorized notes.
3. Provide linguistic support when necessary.
Vocabulary and/or structure (grammar) can help
eliminate linguistics difficulties that hinder theE. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from

4. Test items should encourage the transfer of skills
from familiar texts to unfamiliar ones.
5. Write the test items to meet student level, not just
our expectations.
6. The test items should give abstract concepts a
practical and concrete focus.
7. Devise questions that would encourage the test-
takers to identify with and personalize the texts they
meet.
8. Translate into test situations those activities found
to be motivating in the classroom.

1. Multiple choice
2. True or False
3. Gap-Filling
4. Essay test
5. Knowledge
Question
6. Oral test

Difficult to design but
easy to mark.
Exclusively examines
knowledge.
Knowledge is limited to
options provided.
Encourages guessing
(25% chance).
More than one option
may be possible E. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from
Dappled things in line
1 refer to all things that
God?
a. Ignored
b. Created
c. Forgot
d. Bought
Example:

Example:
_____1. Noam Chomsky is known as the father
of generative grammar.
• Does not demonstrate broader
knowledge
• Difficult to construct in higher
levels
• Encourages guessing due to 50/50
chance
• Difficult to test attitudes toward
learning
E. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved
from https://blog.prepscholar.com/ap-literature-exam

Example
William Shakespeare was an English
____________.
• They must have a broader context
• More than one option may be possible (unless tester
provides limited options or first letter)
• Tests can focus on content words
• Production is tested unless options are provided
• Focus should be on the aspect assessed

Example
Check out the language meaning of the song and
explain its denotation and connotation in semantics.
• frequently essay questions in literature course
are based on subject matter discussed in class.
• requires the students to organize their thoughts
and substantiate their interpretations.
• a highly valid test form

Example
Identify the following characters and briefly describe
their roles.
• encourages reading of the texts
• they are authentic and
communicative
• a highly valid test form

• Formal exam
• Subjective test
• Face to face interaction/ personal
contact
• Verbal response
• Immediate response
Example:
Extemporaneous or ImpromptuE. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from https://blog.prepscholar.com/ap-
literature-exam

–favor the students
who express
themselves fluently
in the target
language
–permit a broader
sampling of the
subject matter
–confront with more
-difficult too score
with complete
reliability
- Teacher and student
rapport may tend to
influence the best
grade

- It includes recall of details.
A. Sequencing of events
B. Comparison and
Contrast
C. Cause and effect
relationships
Labuga, E. (2014, September 4). Testing Literature. Retrieved from
https://prezi.com/vdzy_ckmscuq/examples-of-literature-tests/

• It assists with comprehension,
especially for narrative texts.
• Story maps provide one way to help
students organize the events from a
story.
• Sequence sticks, story chains, story
retelling ropes, and story sequence
crafts all help students practice
ordering events within a story. R. (n.d.). Story Sequence. Retrieved from
http://www.readingrockets.org/strategies/story_sequence

Example
Directions: Read each item carefully then sequence the events
below by numbering them 1 to 5. Write your answer in the space
provided before each number.
Act 2 of “Romeo and Juliet”
____1. Balcony scene: Romeo and Juliet declare their love for
each other and plan their marriage.
____2.Romeo asks Friar Lawrence to marry him and Juliet that
afternoon.
____3. The nurse is sent with a message to Romeo in the friar's
cell.
____4. Juliet is excited to learn from Nurse that Romeo waits to
marry her at Friar Lawrence's cell. R. (n.d.). Story Sequence. Retrieved from

• Comparison and contrast
focuses on the
similarities and
differences between two
or more separate things.
• This writing should:
– bring clarity to one subject
by comparing it with
another
– add commentary to an
important concept or COMPARISON & CONTRAST WRITING (extended). Retrieved from
https://www.douglascollege.ca/~/media/9135CFD219864EEDA45974295379D063.ashx?la=en.
• Examples of what can be
compared:
– two films, novels, poems
or other forms of art
– two characters
– two of your own
experiences

When analyzing the
subjects or items,
it’s important to
explore both the
similarities and
differences as
completely as
possible to fully
understand what is
most significant or
meaningful about
COMPARISON & CONTRAST WRITING (extended). Retrieved from
https://www.douglascollege.ca/~/media/9135CFD219864EEDA45974295379D063.ashx?la=en.
Christopher
Marlowe’s
“The
Passionate
Shepherd to
His Love”
Sir Walter
Raleigh’s
“The
Nymphs
Reply to
the
Shepherd”
Similarities
Difference
s
Difference
s
Exampl
e:

• Whether you're reading informational text or a
fictional story, cause-and-effect relationships can be
found in a variety of situations. It is important to
recognize these relationships because they can
help readers draw conclusions and make
inferences.
• Cause-and-effect graphic organizers can help
readers analyze something that happens along with
all the possible reasons why it happened. They can
also show how the events in a story have an effectIdentifying Cause-and-Effect Relationships: Lesson for Kids Chapter 1 / Lesson 10 [Web log post]. (n.d.). Retrieved
from https://study.com/academy/lesson/identifying-cause-and-effect-relationships-lesson-for-kids.html

Directions: Match the phrases in column A with those
in column B to show the cause-effect relationships.
A B
__1. Keep the environment
clean.
a. The children should go to
the health center
__2. Everybody should help
in the campaign against drug
abuse.
b. Water and air pollution can
be avoided.
__3. It causes lung cancer c. Dust is not good for our
health.
__4. The doctor can examine
them.
d. Smoking is not a habit.
__5. We cover our nose when e. A drug user is one of theTan Roa, M. (2016, February 11). Cause and Effect Relationship. Retrieved from
https://www.slideshare.net/mariejajaroa/cause-effect-relationship-58155139?qid=798a6b8d-d632-4914-bd55-
b3902c56dd54&v=&b=&from_search=1

Students are required to re-arrange ideas
according to required format to show that the
whole concept has been well understood.
a. Outlining
b. Summarizing

 A working outline usually begins with a few phrases and
some descriptive details or examples.
 From them grow fragmentary statements, tentative
generalizations, hypotheses.
 One or two of these take on prominence, shaping into the
main ideas that seem worth developing. New examples bring
to mind new ideas, and these find a place in the list of
phrases, cancelling out some of the original ones. The writer
keeps adding and subtracting, juggling and shifting, until he
has his key points in an order that makes sense to him. He
scribbles a sentence, works in a transition, adds examples.
By then, if he has kept expanding and correcting it, his outline
comes close to being a rough summary of the essay itself.
Wilma R. Ebbitt and David R. Ebbitt, Writer's Guide and Index to English, 6th ed. S

• They improve students'
comprehension
• They provide students with
a framework for identifying
the elements of a story.
• They help students of
varying abilities organize
information and ideas
efficiently.
1. Discuss the main
components of a story (e.g.,
characters, setting, plot and
theme OR beginning,
middle, end).
2. Provide each student with
a blank story map organizer
and model how to complete
it.
3. As students read, have
them complete the story
map. After reading, they

• Summarizing teaches students how to discern the
most important ideas in a text, how to ignore irrelevant
information, and how to integrate the central ideas in a
meaningful way. Teaching students
to summarize improves their memory for what is read.
• It helps students learn to determine essential ideas and
consolidate important details that support them.
• It enables students to focus on key words and phrases
of an assigned text that are worth noting and
remembering.
• It teaches students how to take a large selection of text
and reduce it to the main points for more concise

Examples
• Written summary
• Oral summary - This summary strategy doesn’t take
up too much time. It can be used when there is only
a few minutes left of class as a way to wrap up a
lesson.
• Exit question summary –When students are leaving
class, ask each student to tell you one new thing
they learned from today’s material and how it
relates to the lesson. You can do an oral exit
question summary or have students write them on
an index card which you collect as students leaveLesson Summarizing Techniques. (n.d.). Retrieved from
https://mnliteracy.org/sites/default/files/curriculum/routine_4_summarizing_techniques.pdf

Inferential Test: require students to use
information explicitly stated in the text along
with personal experience and knowledge in
order to form hypothesis.
Objective Type:
A. interpreting figurative language
B. Inferring character traits
Essay Type:
C. predicting outcomes

• These are questions in which you have to
either identify what word or phrase is figurative
language or provide the meaning of a figurative
phrase. You can identify these as they will either
explicitly mention figurative language (or a figurative
device like simile or metaphor) or will include a
figurative language phrase in the question itself.
The meaning of figurative language phrases can
normally be determined by the phrase’s context in
the passage—what is said around it? What is theE. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from

• This question will
ask you to describe
something about a
character. You can
spot them because
they will
refer directly to
characters’
attitudes,
opinions, beliefs,
or relationships
Example

• These questions ask you to infer something—a
character or narrator’s opinion, an author’s intention,
and so forth—based on what is said in the passage.
It will be something that isn’t stated directly or
concretely, but that you can assume based on what
is stated clearly in the passage.

Example Question
Val tried on a pair of shoes. They didn’t fit. She tried
another pair. They fit but she didn’t like them. Val
tried on a third pair of shoes, they fit and she liked
how they look, but the shoes were red. Val wanted
blue shoes. Val will
_________________________________________
________________
__________________________________________
_________________________________________
_________________________________________

• Evaluation Tests: require students to
compare information and ideas in a text
Objective type:
A. judgments of fact or opinion
B. judgments of reality and fantasy
Essay type:
C. judgment of acceptability

(sample statements)
Directions: Read each statement carefully and tell whether they
are FACT or OPINION. Write your answer on the space
provided before each number.
_____1. Abraham Lincoln was the most eloquent writer of all the
U.S. Presidents.
_____2. Martin Luther King Jr., an American clergyman and civil
rights leader, was shot at the Lorraine Motel in Memphis,
Tennessee, on April 4, 1968.
_____3. Juliet killed herself because her parents are against her
relationship with Romeo.

(sample statements)
Directions: Read each statement carefully and tell
whether they are REALITY or FANTASY . Write your
answer on the space provided before each number.
________1. The sheep wear shoes.
________2. The elephant talked to St. Francis.
________3. The witch stopped at the store.
________4. The park is full of children.
________5. Antonio now lives in the clouds.
E. (2014, July 15). Grade 6-english-reading-reality-and-fantasy. Retrieved from
https://www.slideshare.net/edithahonradez/grade-6englishreadingrealityandfantasy

(sample statements)
Directions: Choose a topic below and
compose an essay out of it.
Is love socially constructed? Yes or no?
Explain.
Should we approve Extra Judicial Killings
(EJK) if it eliminates threats of crime in the
society? Yes or no? Why?

Appreciation Tests- require students to articulate
emotional and aesthetics responses.
• Objective type:
A. reacting to authors connotative use of
language
• Essay Type:
B. identifying with character or incidents
C. responding emotionally to the texts

(sample statements)
If you are Juliet, would you follow your heart’s
desire or would you rather obey your parents?
Cite instance in your life where you also did what
Juliet do.

(Sample Statements)
What have you felt upon reading the story?
Create a reflection paper about the things you have
learned from the selection.

• Labuga, E. (2014, September 4). Testing Literature. Retrieved from
https://prezi.com/vdzy_ckmscuq/examples-of-literature-tests/
• R. (n.d.). Story Sequence. Retrieved from
• COMPARISON & CONTRAST WRITING (extended). Retrieved from
https://www.douglascollege.ca/~/media/9135CFD219864EEDA45974
295379D063.ashx?la=en.
• Tan Roa, M. (2016, February 11). Cause and Effect Relationship.
Retrieved from https://www.slideshare.net/mariejajaroa/cause-effect-
relationship-58155139?qid=798a6b8d-d632-4914-bd55-
b3902c56dd54&v=&b=&from_search=1
• Identifying Cause-and-Effect Relationships: Lesson for Kids Chapter
1 / Lesson 10 [Web log post]. (n.d.). Retrieved from
https://study.com/academy/lesson/identifying-cause-and-effect-
relationships-lesson-for-kids.html
• https://mnliteracy.org/sites/default/files/curriculum/routine_4_summari
zing_techniques.pdf
• E. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from

TESTING LITERATURE (Eng. 205 Language Assessment)

TESTING LITERATURE (Eng. 205 Language Assessment)

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