Testing terminology: a general quiz

Achievement tests are:
1. tests directly related to a language course designed.
2. tests to measure what learners know and don't know.
3. tests of general ability to learn language.
4. tests designed to influence the teaching programme.
Analytic scoring involves:
1. scoring a mark for each component of a task.
2. adding up the marks to get an overall picture.
3. scoring for an overall impression.
4. breaking down the scores to produce a histogram.
Aptitude testing is:
1. assessing how well learners will be able to acquire the targets.
2. assessing general cognitive ability.
3. assessing intelligence.
4. assessing communicative success.
Backwash is:
1. the effect on the learning / teaching process of a test.
2. the affect of teaching on test design.
3. the affect of testing on learner performance.
4. the affect of testing on teacher competence.
Benchmarking is:
1. the use of a few test scripts to standardise marking.
2. the use of one student to compare the performance of others.
3. ranking students' performance against a set of criteria.
4. establishing a set of usable marking criteria.
Criterion referencing is:
1. measuring performance against a range of predetermined criteria.
2. measuring performance against a benchmarked student.
3. measuring performance based on overall communicative success.
4. choosing the most useful criteria when standardising test markers.
Direct testing differs from discrete-point testing because:
1. the former gets the learner to undertake the skill being tested, while the latter attempts to test the underlying skills.
2. the former attempts to test the underlying skills while the latter gets the learner to undertake the skill being tested.
A multiple-choice test contains:
1. a stem and a number of distractors.
2. a choice of true or false.
3. a rubric and some distractors.
4. distractors and a common core question.
Face validity is a measure of:
1. a subjective judgement of a test's fairness.
2. how well we can describe what we are testing.
3. how well a test actually targets the desired skills.
4. how well a test is designed.
If 40 out of 100 students get an answer right, that item has a value of 0.4. This is a measure of:
1. facility value.
2. easiness.
3. usefulness.
4. standard deviation.
What is the guess ratio for a multiple-choice test with 5 possible answers to each question?
1. 20%
2. 25%
3. 30%
4. 33%
Holistic scoring means:
1. judging on the basis of an overall impression.
2. adding all the scores together.
3. assessing by direct testing.
4. marking items independently.
Integrative testing is another description of:
1. discrete-point testing.
2. holistic testing.
3. analytic testing.
4. direct testing.
What is the mean score of 18, 20, 22, 24 and 26?
1. 22
2. 23
3. 25
4. 21
Paraphrase test items require the learner to:
1. re-express what they hear or read in a different form.
2. re-express what they hear or read in their own words.
3. summarise what they read or hear.
4. correct what they read or hear.
The Cambridge First Certificate examination is a:
1. proficiency test.
2. achievement test.
3. diagnostic test.
4. performative test.
If a test is reliable, this means that:
1. the results will be comparable regardless of where and when the test is taken
2. the results will be a valid measure of a test-taker's ability in the skill we are testing.
3. the test will be objective.
4. the test will have a high facility ratio.
True score refers to:
1. a theoretical measurement of a learner's score excluding any problems of reliability.
2. the learner's score minus an amount for guessing correctly.
3. the learner's total score without any subjective marking judgments.
4. the score measured as the difference from the mean score of all the test takers.
Unique answer items have:
1. only one possible right answer.
2. no equivalents elsewhere in the test.
3. only true or false answers to select from.
4. only three correct answers in a set of four possible ones.
Validity is a measure of:
1. how well a test measures what it is intended to measure.
2. how well we can describe the abilities we are testing.
3. how the test will parallel results of other tests.
4. how fair a test is.

Testing terminology: a general quiz

Multiple-choice exercise