Podcast
Questions and Answers
What is a potential issue with the item 'The child was frightened of being left alone in the dark room.'?
What is a potential issue with the item 'The child was frightened of being left alone in the dark room.'?
- The item is not syntactically substitutable with the underlined word.
- The distractors are not of the same level of difficulty as the word being tested. (correct)
- The distractors are not syntactically acceptable in the stem.
- The word being tested is not a common vocabulary word.
Why is the item 'The detective is investigating a hideous crime.' considered poor?
Why is the item 'The detective is investigating a hideous crime.' considered poor?
- The word being tested is not a common vocabulary word.
- The distractors are not of the same level of difficulty as the word being tested. (correct)
- The item does not test the testee's knowledge of the word being tested.
- The distractors are not syntactically acceptable in the stem.
What is a characteristic of a good completion-type item?
What is a characteristic of a good completion-type item?
- The distractors are of the same level of difficulty as the word being tested. (correct)
- The distractors are not syntactically acceptable in the stem.
- The distractors are much easier than the word being tested.
- The item does not test the testee's knowledge of the word being tested.
What is a potential issue with an item that has only one syntactically substitutable option?
What is a potential issue with an item that has only one syntactically substitutable option?
What is a characteristic of a poor completion-type item?
What is a characteristic of a poor completion-type item?
Why is the item 'The child was frightened of being left alone in the dark room.' not a good measure of vocabulary?
Why is the item 'The child was frightened of being left alone in the dark room.' not a good measure of vocabulary?
What is a potential issue with an item that has only one option that 'makes sense' in the context?
What is a potential issue with an item that has only one option that 'makes sense' in the context?
What is a characteristic of a good multiple-choice item?
What is a characteristic of a good multiple-choice item?
What should be considered when constructing a vocabulary item?
What should be considered when constructing a vocabulary item?
What is the main issue with the item 'Behnam borrowed John’s book'?
What is the main issue with the item 'Behnam borrowed John’s book'?
What makes the item 'Being unfortunate to have been bereaved of his belongings, Reza........lucky John’s book' poor?
What makes the item 'Being unfortunate to have been bereaved of his belongings, Reza........lucky John’s book' poor?
What is the main issue with the item 'We can raise sugar cane in Khuzestan because cane needs a.........climate'?
What is the main issue with the item 'We can raise sugar cane in Khuzestan because cane needs a.........climate'?
What should be the characteristics of the choices in a paraphrase type item?
What should be the characteristics of the choices in a paraphrase type item?
What is the main issue with the item 'The child was frightened of being left alone in the dark room'?
What is the main issue with the item 'The child was frightened of being left alone in the dark room'?
What should be avoided when constructing vocabulary items?
What should be avoided when constructing vocabulary items?
Why is the context 'Did Behnam buy another book?' 'No, he.........John’s.' considered a good item?
Why is the context 'Did Behnam buy another book?' 'No, he.........John’s.' considered a good item?
Flashcards are hidden until you start studying
Study Notes
Guidelines for Constructing Vocabulary Items
- A clear context is essential to provide testees with a clear meaning of the word being tested.
- A short conversation-like context is better than a brief statement, especially for less proficient subjects.
Contextualizing Vocabulary Items
- A good context should provide a clear frame for the word being tested, such as "Did Behnam buy another book?" "No, he.........John's."
- Avoid using contexts that are difficult to comprehend, as they may add an extra layer of difficulty for the testees.
Avoiding Grammatical Structures and Erroneous Sources of Difficulty
- Care should be exercised not to include grammatical structures or erroneous sources of difficulty that may be hard for testees to comprehend.
- Avoid using complex sentences or contexts that require a certain body of knowledge beyond the mastery of lexical items.
Writing Paraphrase Items
- The choices should be easier than the word being tested, and of the same grammatical form as the underlined word.
- The options should be readily comprehensible to the testees and syntactically acceptable as replacements for the word being tested.
Avoiding Defective Items
- Avoid using items with choices that are approximately of the same level of difficulty as the word being tested.
- Ensure that the correct choice is not identifiable solely based on structural knowledge.
Writing Completion Items
- The distractors and the word being tested should be of the same level of difficulty.
- The distractors must be syntactically acceptable in the stem.
Studying That Suits You
Use AI to generate personalized quizzes and flashcards to suit your learning preferences.
