Testing, assessment and evaluation

An examination such as Cambridge First Certificate would normally be described as ...
1. informal evaluation.
2. formal assessment.
3. formal testing.
4. informal testing.
Summative evaluation concerns ...
1. evaluating a course or lesson as it goes along.
2. evaluating a course or lesson to see if it achieved its aims.
3. proficiency testing.
4. diagnostic testing.
A criterion-referenced test measures ability ...
1. against a set of descriptors stating what a learner should be able to do.
2. against the other students who take the test.
3. in communicative tasks.
4. subjectively.
If there is only one possible right answer to a test item, it can be described as ...
1. an objective, discrete point item.
2. objective, direct testing.
3. a holistically marked item.
4. a structured response item
If you set an essay for homework with the rubric "Describe your last meal in 100 words and include where you ate, who with, what and what you thought of it." you are setting ...
1. a free response item.
2. a structured response item.
3. a hybrid of free response and structured response items.
4. an alternate response item.
If a test looks professional and students have confidence in it, it has good ...
1. face validity.
2. construct validity.
3. predictive validity.
4. content validity.
If you make sure markers are standardised and trained you are increasing ...
1. test reliability.
2. construct validity.
3. test practicality.
4. predictive validity.
If you make sure that a test is representative of the skill you want to test you are increasing ...
1. face validity.
2. construct validity.
3. predictive validity.
4. content validity.
An example of a directly testing whether someone can respond to a question asking for directions is ...
1. testing by making them give directions.
2. testing his/her knowledge of prepositions of place.
3. testing listening comprehension.
4. testing communicative competence.
Integrative tests ...
1. combine a range of language elements needed to perform a task.
2. are subjectively marked.
3. are holistically marked.
4. are indirect testing procedures.
In most classroom tests, the accent is on ...
1. validity
2. reliability
3. practicality
Examining (as opposed to testing) is usually ...
1. external, formal and finely targeted.
2. formal, infrequent and with the accent on reliability.
3. open-ended, frequent and costly.
4. assessment rather than evaluation, open-ended and free.
Backwash refers to ...
1. the results of a test being used to evaluate how well a course is achieving its aim.
2. the effect on teaching of a particular test or examination's content and format.
3. how well a test measures achievement.
4. the way in which a test is marked increases reliability.
IELTS is a(n) ...
1. aptitude test.
2. diagnostic test.
3. achievement test.
4. proficiency test.
A test item which requires students to select 'True', 'False' or 'The text does not say' is ...
1. an alternate response test.
2. a multiple-choice test.
3. a structured response test.
4. a free response test.

Testing, assessment and evaluation – summary test

Multiple-choice exercise