1. Backwash effect can be defined as ---------------------.
a) the influence of testing on teaching
b) the importance of analyzing the test results
c) the effect of teaching on testing
d) the impact of language sub-skills on communication skills
2. The purpose of testing is to provide information on who performs better than the other. On the
other hand, it is called ------------.
a) item facility b) choice distribution c) item difficulty d) item discrimination
3. Which one of the following is different from the others?
a) Choices b) Distracters c) Options d) Alternatives
4. Objectivity and subjectivity refer to ---------------------------------.
a) the way a test is scored b) the way a test is administered
c) the function of a test d) the form of a test
5. Some tests are -------------- in nature, that is, each question on the test would focus on only one
point of the language at a time.
a) Discrete-point b) Integrated
c) holistic d) dictation -type
6. They attempt to asses the testee’s knowledge of accurate forms and arrangements of words,
phrases and sentences. They are ---------------------------.
a) tests of words b) tests of pronunciation
c) tests of speaking d) tests of structures
7. Which statement is wrong?
In constructing vocabulary items,--------------------------.
a) the context should be clear enough
b) don’t include any grammatical structures
c) the choices should not be related to the same general topic
d) the choices should be approximately at the same length
8. A test is an instrument for collecting --------------------------- information on an attribute.
a) numerical b) linguistics c) proficiency d) appropriate
9. The function of a test refers to the -------------- for which it is designed.
a) form b) structure c) classification d) purpose
10. Prognostic tests include -----------------------.
a) achievement, proficiency, knowledge b) placement, selection, aptitude
c) selection, proficiency, diagnostic d) aptitude, attainment, placement
1
11. What is the median of the following distribution?
1,1,2,3,4,5,5,6,7,7,8,8,9,9,9,10
a) 7.5 b) 6 c) 5.5 d) 5
12. In order to determine students’ readiness for instructional program, we use a(n) --------- test.
a) diagnostic b) aptitude c) placement d) proficiency
13. Tests given at the end of a course --------------------- tests.
a) achievement b) placement c) aptitude d) proficiency
14. Multiple-choice items are --------------------------------------.
a) easy to construct b) difficult to score c)relatively economical d) highly structured
15. The simplest technique for estimating test reliability is the -------------- method.
a) split-half b) test retest c) internal consistency d) plural -forms
16. Place the most difficult questions ------------------of the test so that students have time to
answer more questions.
a) near the end b) at the beginning c) in the middle d)in different parts
17. ------------------------------tests are designed to compare a student's test performance to clearly
defined curricular objectives, skill levels, or areas of knowledge rather than with scores or a
sample of other students
a) norm-referenced b) criterion-referenced
c) achievement d) Proficiency
18. ---------------- tests answer such questions as, how student ‘A’ compares with student ‘B’
a) norm-referenced b) criterion-referenced
c) achievement d) Proficiency
19. ----------------- tests are both direct and integrative. They attempt to focus on the expression
and understanding of the functional use of language rather than on the more limited mastery of
language form found in discreet point tests.
a) communicative b) Proficiency c) Achievement d) Cloze
20. The basic aim of testing is ………….. .
a) constructing reliable tests
b) decision making
c) providing remedial courses
d) providing motivation
21. To determine the individual’s specific strengths and weaknesses, a ………test is used.
a) prognostic b) diagnostic c) placement d) knowledge
22. The items on an achievement test should directly reflect the course ------------.
a) content b) dimensions c) format d) objectives
23. To predict applicant’s success in achieving certain objectives in future,
a /an ………………. test is used .
2
a) selection b) placement c) diagnostic d) aptitude
24. The examinees’ acceptance or non acceptance into a particular program
can be determined by …………… test.
a) knowledge b) aptitude c) selection d) placement
25. Objectivity, ease of administration, and ease of scoring are among
the characteristics of ……………. tests .
a) dictation b) composition c) multiple-choice d) cloze
26. The mode, median and mean are called …………….. .
a) measures of central tendency b) measures of variability
c) standard scores d) correlation data
27. A good language test should contain both ………….. item types .
a) completion & transformation
b) recognition & completion
c) production & transformation
d) recognition & production
28. Before starting to write the test items, it is necessary for the test
constructor to ……………. .
a) consult with experienced teachers
b) draw up a detailed table of specifications
c) analyze the students’ future needs
d) seek for the highest level of reliability
29. Function words are usually checked in ………….. tests.
a) vocabulary b) grammar c) writing d) dictation
30. Which of the following shows the stages of constructing a test?
a) Planning , Reviewing , Pre-testing , Writing , Validating
b) Planning , Writing , Pre-testing , Reviewing , Validating
c) Planning , Writing , Reviewing , Pre-testing , Validating
d) Planning , validating , Writing , Pr-testing , Reviewing
31. ………………..tests are in no way related to any syllabus or
teaching program.
a) Proficiency b) Placement c) Aptitude d) Achievement
32. ……………….. tests are in no way related to any syllabus
or teaching program.
a) Proficiency b) Placement c) Aptitude d) Achievement
33. Which of the following tests is predictive?
a) Diagnostic b) Prognostic c) Placement d) Proficiency
34. If the number of applicants passing a test exceeds the capacity of
the educational program in a selection test , the test changes
3
into a …………… test .
a) proficiency b) competition c) summative d) evaluative
35. Through item analysis, one comes to know ……….. .
a) whether or not the questions discriminate
b) what the needs of the students are
c) how much reliability the test has
d) how to arrange the test questions
36. In a multiple- choice item each ………… should be reasonably
attractive and plausible.
a) option b) stem c) answer d) distracter
37. Unlike achievement tests, proficiency tests are not …………. .
a) intended for a large number of students
b) used to predict future performance
c) related to any syllabus or teaching program
d) used to measure a student’s control of language
38. ………………. can provide the test constructor with necessary
information about the appropriateness of the choices.
a) item facility b) item discrimination
c) choice distribution d) item difficulty
39. When developing a test of vocabulary care must be taken to ………… .
a) use a pair of synonyms as distracters
b) use distracters of the same level of difficulty
c) include distracters belonging to different word classes
d) choose distracters of different lengths
40. The words which are usually included in vocabulary tests are………. words.
a.) content b) function c) basic d) difficult
41. The item below is poor because there are ----------------.
The missing girl was found with a -------------------.
1. fence 2. rope 3.umbrella 4. bone
a) tricky options b) contextual clues
c) long and short options d) words of opposite meanings
Part B.
42. Determine the mode, median, and mean for the following set of scores.
15 ,10 ,13 ,16 ,9 ,11 ,11 ,12 ,13 ,12 ,14 ,11 ,10 ,6
Good Luck!
