english evaluation Language elements

1. 1
Kinds of Language Tests
(Language Elements)
By Group 2

2. Anata Rohana S
Indah Hartanti
Khurun’in Amalia
Lukmanul Hakim
Mery Puspita
M Arif Taufiqurrohman
M Risky Hakiki
Prasetyo Rifki F
Tria Hidayani
Yossy Dendi Mahadi
M Abdul Azis -

4. Constructing error- recognition multiple-choice items
Constructing transformation items
Constructing completion items
Constructing rearrangement items
Multiple-choice grammar items
Constructing multiple-choice items
Constructing combination and addition items
Constructing pairing and matching items
Constructing broken sentence items
Constructing items involving the changing of words
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5. To test English grammar mastery, the multiple choice test must be used
due to its merit of guaranteeing the fulfillment of the content validity of
achievement tests.
The construction of many multiple choice test items has not been
based on a very important consideration to aid learning processes

6. 1. The boy stepped on a piece of ice and ……………. flat on his face
a. fell
b. fall
c. felled
d. falled
Example
Option a. fell, The content of the problem is the English simple past tense
Option b. fall, is not a content of tense, but concord between the subject and
the predicator
Option c. felled, is a correct past tense form but the meaning is not “fall down”
but ”cut down” such as felling trees
Option d. falled, is a non occurrent form in English, that is, a
form that does not exist in the English language.

7. Types
Correct Answer
Best Answer
Only one correct response
Requires examinee to select alternative
closest to being correct
Fine distinctions
Multiple Answer
Only one correct response

8. Steps
1
2
The first step is to know what the teacher wants to test and to have
the sentence
I like tea but I haven’t / don’t like coffee
Next the teacher writes out the sentence substituting a blank for
the area being tested and then writes in the correct option and the
distractor which the student has provided
I like tea but I .......................coffee
A. don’t like
B. haven’t like
3 Now the teacher adds two more distractors
I like tea but I .......................coffee
A. don’t like
B. haven’t like
C. doesn’’t like
D. like

9. Steps
4 Finally the teacher should check to be sure that other options
are not correct and ask his or her fellow teachers to try the test
to find possible imperfections.

10. Every sentence there are four underline words or underline phrases
and student asked to choose one of word or phrase which not true.
Example
1 Patient : I have trouble with my skin. It’s very sensitive and irritable.
A
Doctor : Take this medicine twice a day. But you should avoid to eat fish.
B C D
Answer : D
Because avoid must followed by gerund, so to eat become eating

11. Example
2 Rekha : Is your sisterin collage?
A B
Jay : No, she work in the hospital.
C
Rekha : And your little brother?
Jay : He studies in a Senior High School.
D
Answer: C
Because the subject is ‘she’ so ‘work’ became ‘works’

12. Example
3 Dani : What would you do if you ware a milionare?
A B
Fian : I will take a trip around the world.
C D
Answer: C
Because that is “conditional sentence tipe 2.” So will take became would take

13. 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 distracter (i.e. the error).
You know how …….
A. it is B. is it

14. 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

15. Construction rearrangement items
Example
Rearrangement the sentence below into the correct answer !
Tom/sleeping/I/arrived/when/was
a) Tom was sleeping when I arrived
b) I was arrived when Tom sleeping
c) When Tom was arrived I sleeping
d) I sleeping when Tom was arrived

16. 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
word 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.

17. Example
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?

18. Type
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)
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)

19. Type
By using multiple-choice techniques:
I ……to the theater three times since I last
saw you.
A. Go
B. Have been
C. Had gone
D. Went

20. Extremely useful for testing ability to produce structures in the
target language. 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.
• Rewrite each of the following sentences in another way
• giving some idea of the range of areas
Kinds

21. Definition
The first sentence contain few words of another
sentence to change the original sentence without
changing the meaning
Example
Jim hasn't been home in a long time.
Become
It's been a long time for Jim at home because he always ……
(depend on)
It is difficult to study when it is so noisy.
Studying is very hard to do when the condition is uncomfortable

22. • 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
• This type of item is useful for testing the student’s ability to use correct
tenses and verb forms

23. Example
Verb, tenses, etc
Researchers (1) to convince that a drug. The (2) to test
can improve the memory and that it (3) to be the
forerunner of other drugs which eventually (4) to
improve mental ability.
1. Convince
2. Test
3. Is
4. Improve

24. Example
Word building
Students who were given the drug for a fortnight did
considerably (1. well) in tests than others. The tests included the
(2. memorize) of lists of words as well as of (3. inform) from two
messages transmitted at the same time.
1. Better
2. Memorizing
3. Information

25. 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.

26. Definition
Pairing and matching items are type of item that is presented in
groups as a series of questions that must be paired and matched by
the student to one of a group of possible answer options

27. Example
Column 1 Column 2
1. Doing to see a film tonight ?
2. How was the film?
3. I can’t stand war film, can you?
4. Don’t you find war films too
violent?
5. Have you ever seen a Japanese
war film?
6. Is everyone going to see the
film?
A. No, I didn’t
B. Most are, I think.
C. It’s one of the reasons
D. I had a lot of work to do
E. Actually, I quite like them.
F. Yes, I probably will
G. No, I haven’t
H. What a good idea! I prefer them to
I. So do I
J. All right. Nothing special
K. Not really, I quite like them.
Guideline 1
There should be more answer options than question
Guideline 2
Questions should be on the left and answer options on
the right.

28. 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

29. Combination item
Sentence combining exercises can play a part in testing grammar as
well as its more traditional use as part of composition testing and
training.
Example
I met a man.
The man went to the same high school I did.
Become:
I met a man who went to the same high school I did.

30. Additional items
I am (read) book right now.
Become
I am reading book right now
Addition is -ing

31. 31
By Group 2
Thank You!