CHAPTER 5
TESTING
VOCABULARY
This chapter
starts with the importance of the careful selection of lexical items for inclusion
in a test. Then, the tasks to be done by the vocabulary test constructors are
listed. Following this, some types of vocabulary items are given and examined
in detail in terms of advantages and drawbacks. These item types are multiple
choice vocabulary items (two major kinds: A and B), sets (associated words),
matching items, and more objective items-including word formation test items,
items involving synonyms, re-arrangement items and definitions- and completion
items. Moreover, guidelines for writing vocabulary
items are also presented. Now please go to page 38 to fill in the first two
columns of the table provided before you start studying the chapter
The
following tasks and / or questions aim to help you in understanding the
important points in the chapter.
Before you
begin:
-
Can you easily express the meaning of a vocabulary you use
correctly or is it difficult to do so?
-
Do you agree that the necessary context is extremely
important to be provided in vocabulary questions? Why?
Read the
section 5.1 (Selection of items) carefully to complete the chart given below
What the
writer of a vocabulary test should consider before constructing the vocabulary
item is to:
Determine the degree decide if the lexical consider four
To concentrate on testing item should be taken major skills to
The active or passive from spoken or written select vocabulary
Vocabulary language to
test
According to
what you have read in section 5.2, what is the difference
between the multiple-choice items A and multiple-choice items B? Which one is
more difficult to construct? Why?
Group an
items are recognition type of items, whereas group B items test vocabulary in
context since it is the context that gives specific meaning and relevance to a
word. Group B items are difficult to construct because the problem is providing
the necessary amount of context.
Under the
lights of the guidelines for writing vocabulary items given in section
5.2, indicate
if the statements below are true (T) of false (F):
1-
__T_ each option should belong to the same word class if
the word appears in the context of a sentence.
2-
__F_ the distracters should be more difficult than the
correct option.
3-
__T_ the item writer is better to relate the options to the
same general topic or area if possible.
4-
__F_ the length of the options shouldn’t be the same.
5-
__F_ using a pair of synonyms as distracters is effective.
Read the
rest of the chapter and try to fill in the blanks given in the table below
according to the information provided.
|
Item Types |
Strength(s) |
Weakness(es) |
Measures to be
taken to overcome the(se) weakness(es) |
|
Multiple Choice items (A) |
Better to be used at the elementary stages |
Mostly recognition type of items that lack
context |
Provide fairly full
context for vocabulary testing |
|
Multiple Choice items (B) |
Test in context |
Too little context / too much context is a
problem |
Determine the use of single sentences or paragraphs
to provide context by the test purpose |
|
Sets (Associated words) |
Collocations are tested easily |
____ |
_____ |
|
Matching items |
An economical method of testing vocabulary
since a detailed context is provided |
-Lexical items from different word classes
limits choices for each blank -duplication of questions |
-Test words from the same word class -add some more words than needed -not to include comprehension questions |
|
More objective items a- word formation test
items |
Useful for classroom tests |
____ |
____ |
|
b- items involving synonyms |
More a game than a test |
-Words are tested in isolation -phonological elements may be confusing |
Not recommended for most purposes |
|
c- re-arrangement items |
Of some use in an intelligence test |
-Artificial -of doubtful use in a language test |
Should be avoided where possible |
|
d- definitions |
Of very little use |
-artificial -not a useful task -test writing ability too |
Should be avoided where possible |
|
Completion items |
preferable to the test items which rely on a
single word or on definitions because items are in a context |
A degree of comprehension is necessary before
completing each blank |
_____ |
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