Testing, assessment and evaluation – summary test

Multiple-choice exercise

ELT Concourse home page
Choose the best answer for each question

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