Podcast
Questions and Answers
At what stage of the testing process are the behaviors to be assessed clearly defined?
At what stage of the testing process are the behaviors to be assessed clearly defined?
- During the scoring process
- During the planning stage (correct)
- During the administration of the test
- During the reviewing process
What is the primary consideration for selecting a technique for creating test items?
What is the primary consideration for selecting a technique for creating test items?
- The scoring procedure
- The level of the test-takers
- The content objectives and topics (correct)
- The time available for the test
What is the purpose of reviewing the test?
What is the purpose of reviewing the test?
- To administer the test
- To confirm the validity, reliability, and usability of the test (correct)
- To determine the scores of the test-takers
- To modify the test items
What is done after reviewing the test items?
What is done after reviewing the test items?
What is one of the final reviewing decisions mentioned in the text?
What is one of the final reviewing decisions mentioned in the text?
Teachers select test items based on the addressees' levels of performance.
Teachers select test items based on the addressees' levels of performance.
The test should be reviewed to improve its usability.
The test should be reviewed to improve its usability.
The pretesting step occurs before reviewing the test.
The pretesting step occurs before reviewing the test.
The time limits of the test are irrelevant to its length.
The time limits of the test are irrelevant to its length.
The preparation of a test begins with test elicitation techniques.
The preparation of a test begins with test elicitation techniques.
The test elicitation techniques are used during the planning stage of the test.
The test elicitation techniques are used during the planning stage of the test.
The administration of the test is a factor in selecting a technique for creating test items.
The administration of the test is a factor in selecting a technique for creating test items.
The first draft of the test is prepared after the pretesting step.
The first draft of the test is prepared after the pretesting step.
The teacher reviews the test to ensure its validity and reliability.
The teacher reviews the test to ensure its validity and reliability.
The grouping of items on the pages of the test booklet is irrelevant to the final reviewing decisions.
The grouping of items on the pages of the test booklet is irrelevant to the final reviewing decisions.
The majority of teachers are familiar with complex procedures followed by professional test designers.
The majority of teachers are familiar with complex procedures followed by professional test designers.
The amount of effort in the construction of a language test depends on the type and purpose of the test.
The amount of effort in the construction of a language test depends on the type and purpose of the test.
The questions for test planners pertain to test administration and scoring.
The questions for test planners pertain to test administration and scoring.
Classroom teachers spend a lot of time preparing for essay or short-answer tests.
Classroom teachers spend a lot of time preparing for essay or short-answer tests.
There are three stages of test construction.
There are three stages of test construction.
The test construction stage involves deciding on the topics and materials to be tested.
The test construction stage involves deciding on the topics and materials to be tested.
The test preparation begins with the selection of the objective of the test.
The test preparation begins with the selection of the objective of the test.
The test items are created before selecting the appropriate tools and techniques.
The test items are created before selecting the appropriate tools and techniques.
The pretesting step occurs after reviewing the test items.
The pretesting step occurs after reviewing the test items.
The addressees of the test are not a factor in selecting a technique for creating test items.
The addressees of the test are not a factor in selecting a technique for creating test items.
The validity and reliability of the test are ensured during the planning stage.
The validity and reliability of the test are ensured during the planning stage.
The test is finalized after reviewing the test items.
The test is finalized after reviewing the test items.
The construction of a language test involves four stages: planning, preparing, reviewing, and administering.
The construction of a language test involves four stages: planning, preparing, reviewing, and administering.
Test planners consider the addressees' levels of performance when selecting test items.
Test planners consider the addressees' levels of performance when selecting test items.
The test administration and evaluation are part of the test planning stage.
The test administration and evaluation are part of the test planning stage.
The majority of teachers are familiar with complex procedures followed by professional test designers.
The majority of teachers are familiar with complex procedures followed by professional test designers.
The questions for test planners pertain to test design and administration only.
The questions for test planners pertain to test design and administration only.
Classroom teachers spend a lot of time preparing for essay or short-answer tests.
Classroom teachers spend a lot of time preparing for essay or short-answer tests.
The testing process begins with reviewing the test items.
The testing process begins with reviewing the test items.
Teachers consider the content objectives when selecting a technique for creating test items.
Teachers consider the content objectives when selecting a technique for creating test items.
The test is finalized after the pretesting step.
The test is finalized after the pretesting step.
The teacher reviews the test to ensure its scoring procedures.
The teacher reviews the test to ensure its scoring procedures.
The test construction stage involves only deciding on the topics and materials to be tested.
The test construction stage involves only deciding on the topics and materials to be tested.
The time limits of the test are considered during the reviewing stage.
The time limits of the test are considered during the reviewing stage.
The preparation of a test to measure specific language objectives is most effective when the behaviors to be assessed are clearly defined during the reviewing stage.
The preparation of a test to measure specific language objectives is most effective when the behaviors to be assessed are clearly defined during the reviewing stage.
Teachers select the objective of the test after collecting information to make the test valid and reliable.
Teachers select the objective of the test after collecting information to make the test valid and reliable.
The addressees of the test and their levels of performance are considered when selecting a technique for creating test items.
The addressees of the test and their levels of performance are considered when selecting a technique for creating test items.
The test is finalized after reviewing the test items.
The test is finalized after reviewing the test items.
The administration of the test is irrelevant to the selection of a technique for creating test items.
The administration of the test is irrelevant to the selection of a technique for creating test items.
Reviewing the test is done to ensure the test's usability, validity, and reliability.
Reviewing the test is done to ensure the test's usability, validity, and reliability.
The four stages of test construction include planning, preparing, reviewing, and administering.
The four stages of test construction include planning, preparing, reviewing, and administering.
Classroom teachers spend a significant amount of time preparing for essay or short-answer tests.
Classroom teachers spend a significant amount of time preparing for essay or short-answer tests.
The majority of teachers are familiar with complex procedures followed by professional test designers.
The majority of teachers are familiar with complex procedures followed by professional test designers.
The amount of effort in the construction of a language test depends on the type and purpose of the test.
The amount of effort in the construction of a language test depends on the type and purpose of the test.
The first three questions for test planners pertain to test administration and scoring.
The first three questions for test planners pertain to test administration and scoring.
Test planners consider the addressees' levels of performance when selecting test items.
Test planners consider the addressees' levels of performance when selecting test items.
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