Republic of the Philippines

Bicol University
OPEN UNIVERSITY
Daraga, Albay
Email: bu-ou@[Link]
[Link]

PART I: ENGLISH LANGUAGE TESTING

Whether we realize it or not, we test every day in virtually every cognitive effort we make.
When we read a book, listen to the news on TV, or prepare a meal, we are testing hypotheses
and making judgments. Anytime we “try” something – a new recipe, a different tennis racquet, a
new pair of shoes – we are testing. We are formulating a judgment about something on the
basis of a sample of behavior. The language learner is testing his newly acquired forms of
language almost every time he speaks. He devises hypotheses about how the language forms
are structured and how certain functions are expressed in forms. On the basis of the feedback
he receives, he makes judgments and decisions. Language teachers also test, informally and
intuitively,
ely, in every contact with learners. As a learner speaks or writes or indicates either aural
or reading comprehension, the teacher makes a judgment about the performance and from that
judgment infers certain competence on the part of the learner. Classroom
Classroom-oriented
oriented informal
testing is an everyday and every common activity in which teachers engage almost intuitively.

I. TESTING AND TEACHING

A language test which seeks to find out what candidates can do with language provides a
focus for purposeful, everyday communication activities. Such a test will have a more useful
effect on the learning of a particular language than a mechanical test of structure. In the past
event good tests of grammar, translation or language manipulation had a negative and even
harmful effect on teaching. A good communicative test of language, however, should have a
much more positive effect on learning and teaching and should generally result in improved
learning habits.

II. WHAT IS A TEST?

A test, in plain words, is a method of measuring a person’s ability or knowledge in a given

domain. The definition captures the essential components of a test. A test is first a method.. It is
a set of techniques, procedures, and items that constitute an instrument of some sort that
requires performance oro activity on the part of the test-taker
taker (and sometimes on the part of the
tester as well). The method may be intuitive and informal, as in the case of a holistic impression
of someone’s authenticity of pronunciation. Or it may be quite explicit and struct
structured,
ured, as in a
multiple-choice
choice technique in which correct responses have already been specified by some
“objective” means.

Next, a test has the purpose of measuring. Some measurements are rather broad and
inexact, while others are quantified in mathematically
mathematically precise terms. The difference between
formal and informal assessment exists to a great degree in the nature of the quantification of
data.

A test measures a person’s ability or knowledge. Care must be taken in any test to
understand who the test-takers
test are. What is their previous experience and background? Is the
test appropriate for them? How are scores to be interpreted for individuals?

Finally, a test measures a given domain.. In the case of a proficiency test, even though the
actual performance on the test involves only a sampling of skills of a language. Other tests may
have more specific criteria. A test of pronunciation might well be a test only of a particular
phonemic minimal pair in a language. One of the biggest obstacles to overcome in construc
constructing
ting
adequate tests is to measure the desired criterion and not inadvertently include other factors.

III. WHY TEST?

The function indicated in the preceding paragraph provides one of the answers to question;
why test? But it must be emphasized that the evaluation
evaluation of student performance for purposes of
comparison or selection is only one of the functions of a test. Furthermore, a good classroom
test will also help to locate the precise areas of difficulty encountered by the class or by the

1
individual student. Just as it is necessary for doctor first to diagnose the patient’s illness, so it is
equally necessary for the teacher to diagnose the student’s weakness and difficulties. Unless
the teacher is able to identify and analyze the errors a student makes in handling the target
language.

The test should also enable the teacher to ascertain which parts of the language program
have been found difficulty by the class. In this way the teacher can evaluate the effectiveness of
the syllabus as well as the methods and materials he or she is using. The test result may
indicate, for example, certain areas or the language syllabus which have not taken sufficient
account of foreign learner difficulties or which, for some reason, have been glossed over. A test
which sets out to measure students’ performance as fairly as possible without in any way setting
traps for them can be effectively used to motivate them.

VI. WHAT SHOULD BE TESTED AND TO WHAT STANDARD?

Before a test is constructed, it is important to question the standards which are being set.
What standards should be demanded of learners of a foreign language? For example, should
foreign language learners after a certain number of months or years be expected to
communicate with the same ease and fluency as native speakers.

Examinations in the written language have in the past artificial standards even for native
speakers have often demanded skill similar to those acquired by the great English essayists and
critics. In imitating first language examinations have proved far more unrealistic in their
expectations of the performances of foreign learners, who have been required to write some of
the greatest literary masterpieces in their own words or to write original essays in language
beyond their capacity.

VII. TESTING THE LANGUAGE SKILLS

Four major skills in communicating through language are often broadly defined as listening,
listening and speaking, reading and writing. In many situation, where English is taught to
perform as many genuinely communicative tasks as possible. Where it is important for the test
writer to concentrate on those types of test items which appear directly relevant to the ability to
use language for real-life communication, especially in oral interaction. Thus, questions which
test the ability to understand and respond appropriately to polite requests, advice, instructions,
etc. would be preferred to test of reading aloud or telling stories. In the written section of a test,
questions requiring students to write letters, memos, reports and messages would be used in
place many of the more traditional composition used in the past. In listening and reading tests,
questions in which students show their ability to extract specific information of a practical
nature would be preferred to questions testing the comprehension of un important and irrelevant
details.

Ways of assessing performance in the four major skills may take the form of tests of:

 listening (auditory) comprehension, in which short utterances, dialogues, talks and

lectures are given to the testees;
 speaking ability, usually in the form of an interview, a picture description, role play,
and a problem-solving task involving pair work or group work;
 reading comprehensions, in which questions are set to test the students’ ability to
understand the gist of a text and to extract key information on specific points in the
text; and
 writing ability, usually in the form of letters, reports, memos, messages, instructions,
and accounts of past events, etc.

it is the test constructor’s task to assess the relative importance of these skills at the various
levels and to devise an accurate means of measuring the student’s success in developing these
skills.

VII. TESTING LANGUAGE AREAS

In an attempt to isolate the language areas learnt, a considerable number or tests include
section on:

 grammar and usage

 vocabulary (concerned with word meanings, word formation and collocations);

2
  phonology (concerned with phonemes, stress and intonation)

VIII. TEST OF GRAMMAR AND USAGE

These tests measure students’ ability to recognize appropriate grammatical forms and to
manipulate structures.

Although it (1) ……. quite warm now. (2) …… will change later today. By tomorrow
morning, it (3) ……… much colder and there may even be little snow …. (etc.)

(1) A. seems B. will seem C. seemed D. had seemed

(2) A. weather B. the weather C. a weather D. some weather

(3) A. is B. will go to be C. is going to be D. would be

Note that this particular type of question is called a multiple-choice item. The term multiple-
choice item is used because the students are required to select the correct answer from a
choice of several answers. The word item is used in preference to the word question because
the latter word suggests the interrogative form; many test items are, in fact, written in the form of
statements.

IX. TEST OF VOCABULARY

A test of vocabulary measures students’ knowledge of the meaning of certain words as well
as the patterns and collocations in which they occur. Such a test may test their active
vocabulary (the words they should be able to use in speaking and in writing) or their passive
vocabulary (the words should be able to recognize and understand when they are listening to
someone or when they are reading) obviously, in this kind of test the method used to select the
vocabulary items(=sampling) is of the outmost importance.

In the following item students are instructed to circle the letter at the side of the word which
best completes the sentence.

Did you …….. that book from the school library?

A. beg B. borrow C. hire D. lend E. ask

In another common type of vocabulary test students are given a passage to read and
required to replace certain words at the end of the passage with their equivalents in the
passage.

X. TEST OF PHONOLOGY

Test items designed to test phonology might attempt to assess the following such skills;
ability to recognize and pronounce the significant sound contrasts of a language, ability to
recognize and use the stress patterns of a language, and ability to hear and produce the melody
or patterns of the tunes of a language (i.e. the rise and fall of the voice).

In the following item, students are required to indicate which of the three sentences they hear
are the same;

Spoken:

Just look at that large ship over there.

Just look at that large sheep over there.

Just look at that large ship over there.

Although this item, which used to be popular in certain tests, is now very rarely included as a
separate item in public examinations, it is sometimes appropriate for inclusion in a class
progress or achievement test at an elementary level. Successful performance in this field,
however, should not be regarded as necessarily indicating an ability to speak.

3
XI. RECOGNITION AND PRODUCTION

Methods of testing the recognition of correct words and forms of language often take the
following form in tests:

Choose the correct answer and write A,B,C, or D

I’ve been standing here ……… half an hour.

A. since B. during C. while D. for

This multiple-choice test item tests students’ ability to recognize the correct form: this ability is
obviously not quite the same as the ability to produce and use the correct form in real-life
situations. However, this type of item has the advantage of being easy to examine statistically.

If the four choices were omitted, the item would come closer to being a test of production:

Complete each blank with the correct word.

I’ve been standing here …….. half an hour.

Students would then be required to produce the correct answer (=for). In many cases, there
would only be one possible correct answer, but production items do not always guarantee that
students will deal with the specific matter the examiner had in mind (as most recognition items
do).

A good language test may contain either recognition-type items or production-type items, or
a combination of both. Each type has its unique functions, and these will be treated in detail
later.

XI. AVOIDING TRAPS FOR THE STUDENTS

A good test should never have constructed in such a way as to trap the students into giving
an incorrect answer. When techniques of error analysis are used, the setting of deliberate trap
or pitfalls for unwary students should be avoided many testers, themselves, are caught out by
constructing test items which succeed only in trapping the more able students. Care should be
taken to avoid trapping students by including grammatical and vocabulary items which have
never been taught.

In the following example, students have to select the correct answer (C), but the whole item
is constructed so as to trap them into making choice B or D. When this item actually appeared
in a test, it was found that the more proficient students, in fact chose B and D, as they had
developed the correct habit of associating the tense forms have seen and have been
seeing with since and for.

When I met Tim yesterday, it was the first time I ………. him since Christmas.

A. saw B. have seen C. had seen D. have been seeing

To summarize, all tests should be constructed primarily with the intention of finding out what
students know – not of trapping them. By attempting to construct affective language tests, the
teacher can gain a deeper insight into the language he or she is testing and the language
learning process involved.

4
 PART II: OBJECTIVE AND SUBJECTIVE TESTING

Subjective and objective are terms used to refer to the scoring tests. All test items, no matter
how they are devised, require candidates to exercise a subjective judgment. In an essay test, for
example, candidates must think of what to say and then express their ideas as well as possible; in a
multiple choice test they have to weigh up carefully all the alternatives and select the best one.
Furthermore, all tests are constructed subjectively by the tester, who decides which areas of
language to test, how to test those particular areas, and what kind of items to use for this purpose.
Thus, it is only the scoring of a test that can be described as objective. This means that a testee will
score the same mark no matter which examiner marks the test.

Since objective tests usually have only one correct answer (or, at least, a limited number of
correct answer), they can be scored mechanically. The fact that objective tests can be marked by
computer is one important reason for their evident popularity among examining bodies responsible
for testing large numbers of candidates.

Clearly, the ability to write can only be satisfactorily tested by a subjective examination requiring
the students to perform a writing task similar to that required in real life. On the other hand, reliability
will not be difficult to achieve in the marking of the following objective item. The question of how valid
such an item is, however, may now be of considerable concerned. How far do items like this reflect
the real use of language in everyday life?

Complete the sentences by putting the best word in each blank.

‘Is your home still in Cairo?’

‘Yes, I’ve been living here …… 1986.’

A. for B. on C. in D. at E. since

On the whole objective tests require far more careful preparation than subject tests. Examiners
tend to spend a relatively short time on setting the questions but considerable time on marking. In
objective test the tester spends a great deal of time constructing each test item as carefully as
possible, attempting to anticipate the various reactions of the testees at each stage. The effort is
rewarded, however, in the case of the marking.

I. OBJECTIVE TESTS
Objective tests are frequently criticized on the grounds that they are simpler to answer than
subjective tests. Items in an objective test, however, can be made just as easy or as difficult as the
test constructor wishes. The fact that objective tests may generally look easier is no indication at all
that they are easier. Another criticism is that objective tests of the multiple-choice type encourage
guessing. However, four or five alternatives for each item are sufficient to reduce the possibility of
guessing. Furthermore, experience shows that candidates rarely make wild guesses on partial
knowledge.

An objective test will be a very poor test if:

- the test items are very poorly written;

- irrelevant areas and skills are emphasized in the test simply because they are ‘testable’; and

- it is confined to language-based usage and neglects the communicative skills involved

It should never be claimed that objective tests can do those tasks which they are not intended to
do. As already indicated, they can never test the ability to communicate in the target language, nor
can they evaluate actual performance. A good classroom test will usually contain both subjective
and objective test items.

II. THE DISTINCTION BETWEEN OBJECTIVE TESTING VERSUS SUBJECTIVE TESTING

The distinction here is between methods of scoring, and nothing else. If no judgment is required
on the part of the scorer, then the scoring is objective. A multiple-choice test, with the correct
responses unambiguously identified, would be a case in point. If judgment is called for, the scoring is
said to subjective. There are different degrees of subjectivity in testing. The impressionistic scoring

5
of composition may be considered more subjective than the scoring of short answers in response to
questions on a reading passage.

Objectivity in scoring is sought after by many testers, not for itself, but for the greater
reliability it brings. In general, the less subjective the scoring, the greater agreement there will
be between two different scorers (and between the scores of one person scoring the same test
paper on different occasion). However, these are ways of obtaining reliable subjective scoring,
even of compositions.

PART III: TESTS OF GRAMMAR AND USAGE

It should always be remembered that such items as the above test the ability to recognize or
produce correct form of language rather than the ability to use language to express meaning,
attitude, emotions, etc. nevertheless, it is essential that students master the grammatical system
of the language they are learning. Thus, classroom tests of grammar and usage can play a
useful part in a language program.

I. MULTIPLE – CHOICE GRAMMAR ITEMS, ITEM TYPES

The type of multiple-choice item favored by many constructors of grammar tests is the
incomplete statement type, with a choice of four or five options. These items may be written in
any of the following ways:

Type 1 Tom ought not to ……… (A. tell B. having told C. be telling D. have told) me your
secret, but he did.

Type 2 Tom ought not to ……… me your secret, but he did.

A. tell
B. having told
C. be telling
D. have told

A. tell
Type 3 Tom ought not to B. having told me your secret, but he did.

C. be telling

D. have told

Type 4 Tom ought not to have told me your secret, but he did.

A. No change
B. Tell
C. Having told
D. Be telling

Item types 2 and 3 are preferable to 1 because the option do not interrupt the flow of
meaning in the sentences: these items present the entire sentence so that it can be read at a
glance. Unfortunately, type 1 confuses the reader because of the long parenthesis (i.e. the four
options occurring between ought not to and me). Item type 4 shows the correct (or an incorrect)
form as part of the sentence in such a way that it cannot be compared on equal terms with the
other options: a correct option, for instance, is generally easier to recognize when it appears in
the framework of the sentence than as part of a list of distractors.

Another item type appears below, but it is not recommended since it requires the testees to
spend time on unnecessary reading. Not only is it uneconomical but it does not present the
‘problem’ (i.e. the options) as clearly as item type 2 does.

Type 5 A. Tom ought not to tell me your secret, but he did.

6
 B. Tom ought not to having told me your secret, but he did.
C. Tom ought not to be telling me your secret, but he did.
D. Tom ought not to have told me your secret, but he did.

The following method is useful for testing short answers and responses:

Type 6 ‘Tom ought not to have told anyone the secret.’

A. ‘So ought you’ C. ‘Neither you oughtn’t.’
B. ‘Neither ought you.’ D. ‘So oughtn’t you.’

In type 7 requires the students to select the alternative which is true according to the
information conveyed in each sentence. Such an item may be included either in a test of
reading comprehension or in a test of understanding of the sentence.

Type 7 ‘Tom ought not to have told me.’

A. Tom did not tell me but he should.

B. Perhaps Tom may not tell me.
C. Tom told me but it was wrong of him.
D. It was necessary for Tom not to tell me.

It may be argued that an understanding of syntactical patterning is just as necessary for the
following item:

‘ …… was Robert late last week?’

‘Three times.’

A. How much C. How often

B. How may D. How long

Items which appear in a test of grammar and structure should be made to sound as natural
as possible. The following mechanical test item:

This book belongs to Peter. It is …….

A. Mary’s book C. the book of Peter

B. the book to Mary D. the book of Peter’s

can be rewritten as follows

This book belongs to Peter, but that is ……

A. Mary’s book C. the book of Mary

B. the book to Mary D. the book of Mary’s

Note that distractors should generally be correct both in written and in speech. The following
item proved unsuccessful when it was included in a test because many of the more able
students selected option D. the reason being that they pronounced used to quite correctly as
use to/ju:stә/:

I …… to go to my uncle’s farm every weekend.

A. am used C. was used

B. used D. use

Note that sample items discussed in this section have so far taken the form of short
decontextualized items. In practice, however, such items would all form part of a paragraph or
series of paragraphs of descriptive, narrative or expository prose. The provision of a detailed
context in this way, however, often limits the range of grammatical features being tested. It is
usually impossible, for example, to test the past continuous tense in a narrative set in the past
(unless direct speech is used). Similarly, a paragraph describing a simple manufacturing
process may not provide the test writer with the opportunity to test all the verb forms and tenses

7
he or she may wish to test. This is the price to be paid for including more natural, contextualized
items. This is real language used for a particular purpose. Furthermore, the provision of context
helps to ensure tat there is only one correct option in each case. Short decontextualised
sentences can lead to ambiguity as they are usually open to several interpretations when used
as stems for multiple choice items. For example, option D in the following decontextualised item
might be correct (as well as option B) if the student happens to assist with research and
deliberately catch a cold so as to be able to test various cures.

I couldn’t take the test last week because I ………. a cold.

A. have caught B. would catch

B. had caught D. was catching

Much better for testing purposes is the following item. The passage is taken straight from a
newspaper article and thus the language is authentic background knowledge and details to
avoid ambiguity and alternative interpretations, and the newspaper report itself is very
interesting. Does it really matter if it will not allow us the opportunity to test every point of
grammar which we may want to test. Students taking this test are being given a real feel for the
language they are learning.

A long way from home

A 72-year-old Samoan who (1) ……… no English at all spent thirteen days (2) ……. on buses
in the San Frasisco area he had become separated (3) ….. his family, police said. (4) ….. said
that Faitua Logo, (5) …….. moved to the United States two-years ago, left his son and
daughter-in-law, etc………

(1) A. is speaking B. speaks C. has spoken D. was speaking

(2) A. to ride B. was riding C. ride D. riding
(3) A. with B. from C. by D. off
(4) A. he B. they C. one D. it
(5) A. which B. that C. who S. what
etc. …..

II. CONSTRUCTING MULTIPLE – CHOICE ITEMS

Although it is not always possible to use samples of students’ own written work to provide
the basis for the test items, it should not be too difficult for constructors of classroom test and
school achievement tests to take advantage of the types of errors made by students in their free
compositions and open-ended answers to questions.

Item 1

Let us ignore the error in the first sentence for the time being and concentrate on the error of
tense after hope.

Step 1: The first step is to reduce the length of the sentence and to correct the error (and any
other errors in the original sentence). Thus,

I hope that you wouldn’t mind on such a long period between my last letter and this one.

becomes I hope you won’t mind waiting for so long.

Step 2: Next we write out the sentence, substituting a blank for the area being tested. We write
in the correct option and the distractor which the student has provided for us. However, we have
to add a sentence because in certain (rare) contexts, wouldn’t may be correct.

I hope you ……. mind waiting for so long. I promise to reply sooner in the future.

A. won’t B. wouldn’t

Step 3: We now add another two distractors. Again, we go to the written work of our students to
provide these distractors. But if we cannot locate any suitable errors without too much difficulty,
we use our own experience and knowledge of the target and native languages. Thus, two useful
distractors which would also balance the existing two options might be shouldn’t and shan’t.

8
Step 4: One suggestion may be that we replace shan’t with can’t. if students from a particular
language background make such mistakes as can’t mind, can’t should be used as a distractor,
and possibly shouldn’t changed to couldn’t. as can be seen at this early stage, the actual
process of item writing is extremely subjective.

I hope you ……. mind waiting for so long. I promise to reply sooner in future.

A. won’t B. wouldn’t C. couldn’t D. can’t

An alternative suggestion for a fourth option might be don’t or didn’t.

I hope you don’t mind waiting for so long.

I hope you didn’t mind waiting for so long.

Unfortunately, both don’t and didn’t are correct. However, in the following context, didn’t is not
acceptable.

‘How long are you going to be?’

‘About half an hour. I hope you ……. mind waiting for so long.

A. won’t B. wouldn’t C. shouldn’t D. didn’t

It may be argued that didn’t stands out too much. If so-and if it is equally useful to test the use
of don’t (instead of won’t) after hope – the item could be rewritten as:

‘How long will you be?’

‘About half an hour. I hope you …….mind waiting for so long .’

A. don’t B. wouldn’t C. shouldn’t D. didn’t

Obviously, there are varying degrees of refinement in the construction of multiple-choice

items. Furthermore, some items are much more difficult to construct than others. The following
two items based on errors in the student’s letter are fairly simple to write.

Item 2

Error: ……. and enjoy looking the children playing.

Item: Old Mr. Jones enjoys …….the children playing.

A. looking C. looking on
B. looking at D. looking to

Some test constructors might be tempted to use for as a distractor. It can be argued,
however, that looking for is correct: old Mr. Jones might enjoy looking for the children playing
(i.e. he might enjoy walking through the park, chatting to his friends, etc. while he is in the
process of looking for his grandchildren, who are playing).

Note that the correct option is now in the third position. C. it is important to vary its position.
Note also that the word looking appears in each option: in some tests the item might appear as
follows:

Old Mr. Jones enjoys looking ……the children playing.

A. - B. on C. at D. to

However, when this format includes a dash (-), it is unnatural and not recommended since the
insertion of a dash in the stem would not be normal practice in real life.

Item 3

Error: ‘I suppose that you were not angry to me.’

Item: I do hope you were not angry …..me.
A. to B. with C. on D. about

9
 Note that at is also incorrect and may be used as a possible distractor. On the other hand, it
may be felt that a number of native English speakers do say angry at a person. The decision
whether or not to include at in the list of incorrect option is again a very subjective one.

III. CONSTRUCTING ERROR RECOGNITION MULTIPLE – CHOICE ITEMS

The sentence ’Sun is shining, trees become green and ….. The error caused by the omission of
the article may be tested as follows, using a multiple-choice item:

…….is shining brightly today.

A. Sun B. The sun C. A sun D. Some sun

It may be argued, however, that the choice here is strictly between option A and B at certain
levels where students have learned to avoid using ‘a’ and ‘some’ with ‘sun’. in such instances,
one useful device (still using the multiple-choice format) is the error-recognition type of item.

Type 1

Each sentence contains four words or phrases underlined, marked A, B, C and D. Select the
underlined word or phrase which is incorrect or unacceptable.

1. I do hope you wouldn’t mind waiting for such a long time.

A B C D

2. I’m worried that you’ll be angry to me

A B C D

3. I didn’t see Bill since he went into hospital last month.

A B C D

4. My car had broken down, so I went there by foot.

A B C D

Type 2

There is a mistake in grammar in each of the following sentences. Write the letter of that part of
the sentence in which it occurs.

A B C D

1. Sun/is shining/brightly today/, isn’t it?

A B C D

2. Old Mr. Jones/enjoys/looking the children/playing in the park.

A B C D

3. Tony’s father/would not let him/to stay out/late at night.

A B C D

4. Didn’t/Susan tell you/she wouldn’t mind to come/with us on the picnic?

Item type 2 allows the test writer to test errors caused by omission: e.g. Sun is
shining and looking the children. This type of error cannot be tested by the first item of the error-
recognition type. However, there are different ways of correcting many sentences. For example,
students may write B or C to denote the incorrect part of the third sentence above, according to
which of these correct versions is in their mind:

Tony’s father would not permit him to stay out late. (=B)

Tony’s father would not let him stay out late. (=C)

For this reason, the test writer is strongly advised to avoid items of the second type.

10
IV. CONSTRUCTING REARRANGEMENT ITEMS

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 distractor (i.e
the error).

You know how …….

A. it is B. is it

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

There seems to be a danger here of confusing the testees by presenting them with the
problem in such a way that a certain amount of mental juggling becomes necessary on their
part. A preferable item type is the following word-order item:

Complete each sentence by putting the words below it in the right order.

Put in boxes only the letters of the words.

‘Won’t I need a coat?’

‘Well, you know how …….’

A. it B. today C. warm E. is

I wonder if ……since summer.

A. grown B. fatter C. you E. have

Word order items are useful for testing other structures and features involving inversion:

Everyone’s forgotten …..

A. cup B. he C. which D. used

Not only ………but he took me to his house.

A. me B. he C. did D. meet

However…….you’ll never pass that test

A. you B. try C. hard D. may

11
 The order of adjectives and the position of adverbs can be tested in this way, as indeed can
several other grammatical areas

The police are looking for ……..

A. big B. two C. cars D. black

Would you like to read David Brown’s …..?

A. short B. new C. story D. exciting

Tom said …………..cleaning his car.

A. had B. finished C. he D. just

V. CONSTRUCTING COMPLETION ITEMS

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 words 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.

The error Sun is shining, although only one answer is possible here, this completion item
would have to appear as:

………. Sun is shining today.

or as: ………. Sun is shining today.

The former item suggests to the testees that no determiner is necessary (since Sun is
written with capital letter) while the latter item suggests that a determiner is necessary
(because sun is written without a capital).

The main item can be simply be rewritten as a question to overcome its problem:

Is …….sun shining today?

Here are two more examples of completion items based on the student’s letter:

Write the correct word in each blank.

1. The old man enjoys looking ……..the children playing.

2. That car belongs ……….. Helen’s mother.
3. I hope you are not angry ……me.

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?

Completion items cannot, of course, be machine-marked but they are very useful for
inclusion in classroom tests and for exercise purposes. The following example indicates the
wide range of possibilities for one completion item:

I go to cinema regularly, but I …… to the theatre for months.

12
 The answer obviously required by the tester is haven’t been; however, possible answers
are :

haven’t been shan’t be going

hadn’t been can’t go
(sometimes) don’t go haven’t been able to go
may not go am not going
don’t know whether I’ve been didn’t go
shan’t go haven’t gone
won’t go haven’t been going

If the aim of this particular item is to force the use of the present perfect tense, there are three
ways of restricting the choice available to the testees (although the first two ways depend
heavily on reading comprehension):

(a) 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)

(b) 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)

(c) by using multiple-choice techniques:

I ……to the theater three times since I last saw you.

A. go C. had gone
B. have been D. went

There are two major advantages in using a passage of continuous prose rather than separate
sentences when giving a completion type test. Firstly, the use of context often avoids the kinds
of ambiguity referred to in the previous paragraphs. Secondly, the students experience the use
of grammar in context, being required to use all the context clues available in order to guess
many of the missing words.

VI. CONSTRUCTING TRANSFORMATION ITEMS

The transformation type of item is extremely useful for testing ability to produce structures in
the target language and helps to provide a balance when included in tests containing multiple-
choice items. 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.

The following transformation items have been based on errors which occurred in the student’s
letter.

Rewrite each of the following sentences in another way, beginning each new sentence with the
words given. Make any changes that are necessary but do not change the general meaning of
the sentence.

1. I haven’t written you for a long time.

It’s a long time ………………………
2. In sunny weather I often go for a walk.
When the weather ……………………
3. Old Mr. Jones likes to look at the children playing.
Old Mr. Jones enjoys …………………………….

13
 Other transformation items giving some idea of the range of areas that can be covered in this
way are:

1. It was impossible to work under those conditions.

Working ………………………………………….
2. I don’t think it’s necessary for you to stay any longer.
I don’t think you …………………………………..
3. I was able to leave the office early yesterday.
………………………………………………….
The following examples illustrate how each of the sentences for transformation can be
made to form part of a continuous sentence.
1. Changing sentences according to a given pattern
(a) Very few objective tests allow for choice.
You have ………………………………………
(b) However, the instruction should be carefully checked.
However, you ……………………………………….
(c) Different types of questions on the same paper will necessitate changes in the instructions.
The instructions ……………………………………………………………..
2. Changing sentences by using selected words
(a) Remember that it is not necessary to answer the questions in the order set (NEED)
…………………………………………………………………………………
(b) You are advised to check your answers carefully after each question. (ADVISABLE)
……………………………………………………………………………….
(C) Most teachers also recommend you to leave five minutes spare at the end of the examination in
order to check your paper. (SUGGEST)
……..………………………………………………………………………….
VII. CONSTRUCTING ITEMS INVOLVING THE CHANGING OF WORDS

This type of item is useful for testing the student’s ability to use correct tenses and verb
forms. It is a 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. Thus the risk
of obscuring the meaning of the text is reduced.

1. Verbs; tenses; etc.

Researchers (1) to convince that a drug (1) ……………
they (2) to test can improve the memory and that (2) ……………
it (3) to be the forerunner of other drugs which (3) ……………
eventually (4) to improve mental ability. (4) ……………
2. Word building
Students who were given the drug for a fortnight did
considerably (1. well) in tests than others. The tests (1) ……………
included the (2. memorize) of lists of words as well (2) ……………
as of (3. inform) from two messages transmitted at the (3) ……………
same time. During the first week there as no (4. notice) (4) ……………
difference between the two groups, but after a fortnight
the group of the drug was found to have increased
its (5. able) to learn by almost twenty per cent. (5) ……………

14
VIII. CONSTRUCTING ‘BROKEN SENTENCE’ ITEMS

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.

Take / drug and stimulants / keep awake / while revise examination / often be very harmful / it
be far better / lead / balanced life / and get enough sleep / every night. / There / be / limit /
degree and span / concentration / which you be capable/ exert. / Brain / need rest / as much
body. / Indeed, / it be quality / than quantity work / that be important.

IX. CONSTRUCTING PAIRING AND MATCHING ITEMS

This type of item usually consists of a short conversation: e.g. a stimulus in the form of a
statement or question followed by a response often in the form of a statement. It is used to test
the ability to select appropriate responses to stimuli which would be presented orally in normal
everyday situations. The item is more useful for testing students’ sensitivity to appropriacy and
their awareness of the functions of language rather than their knowledge of grammar (although
grammatical clues may prove important in completing this item satisfactorily). To perform the
task required, students are simply required to write the letter of the correct response in the
space provided.

Column 1 Letter Column 2

Doing to see a film tonight? ……. A. No, I didn’t.

How was the film? ……. B. Most are, I think.
I can’t stand war film, can you? ……. C. It’s one of the reasons.
So you went to the cinema. ……. D. I had a lot of work to do.
Don’t you find war films too violent? ……. E. Actually, I quite like them.
Have you ever seen a Japanese war film? ……. F. Yes, I probably will.
I like war films. ……. G. No, I haven’t.
Is everyone going to see the film? ……. H. What a good idea! I prefer them to war
films.
What about going to see a cowboy film instead? ……. I. So do I.
Why didn’t you come with us to see the film? ……. J. All right. Nothing special.
Is that why you don’t like war films? ……. K. Not really, I quite like them.

It should be remembered, of course, that this is not authentic discourse. However, although
the language and situation here are inevitably artificial, the item does serve to help students to
associate the language they are learning with real-life situations, albeit to a limited extent.

X. CONSTRUCTING COMBINATION AND ADDITIONAL ITEMS

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.

1. Combination items

(Students are instructed to join each pair of sentences using the word in brackets)

(a) You finish the paper then check your answers carefully. (AFTER)
(b) Some questions may be very difficult. They should be left until later. (WHICH)

15
 (c) You should usually write answers in complete sentences for all the questions on
your paper. However, write notes for those questions which you do not have time to
answer. (ALTHOUGH)

2. Addition items

(Students are instructed to insert the word in capitals in the most appropriate place in each
sentence.)

(a) YET Have you answered all the questions?

(b) STILL Some students had not mastered the correct techniques for answering
examination questions.
(c) OCCASIONALLY There may be little choice of questions.

Additional Web links:

Constructing multiple-choice item type [Link]

Constructing error-recognition multiple- [Link]
choice items [Link]
[Link]

Lesson on how to MAKE QUESTIONS [Link]

(order of words when making questions):
Parallel Structure: [Link]

That in all things, God may be glorified!

16