r copy machine) is usually needed to reproduce drawings for certain task-response and picture-clue itemsoice appropriate responseare three guidelines to keep in mind when preparing multiple-choice appropriate-response items to test listening comprehension: Focus on meaning; keep the options simple; and learn to adjust the difficulty of the items.
. Focus on meaning. When writing multiple-choice appropriate-response items, use vocabulary and grammar that your students already know. The object is to measure only the students understanding of a particular sentence or short dialog. Look at the following example (the part in parentheses is heard but not read; the three options are read only):
(When Jack leaves, they will hire you, won t they?). Yes, you will. B. Yes, he is leaving. C. Yes, they will.
. Keep the options simple. Look at the sample that mentioned above again. Notice how simple and brief the three options are. Each one is only about three words long. Students have to keep the stem in their memory; they won t hear it a second time. Therefore, you use only three options, and you keep these brief so the students won t become confused. Notice, too, that the options are simpler than the stem. In addition, you can see that the distractors are all grammatically correct; they are simply not suitable for this particular context.
. Learn to adjust the difficulty of the items. We can take items like those illustrated above, and you can make them easier or more difficult. In other words, we can adjust them to match what we have taught our students. Suppose we needed easier questions. We could simplify the stem, and you could make the distractors seem less correct. The result is a much easier question:
(Will they help you?). Yes, you will. B. I did. C. Yes, they will.of Multiple- Choice Appropriate Response
? It is fast and easy to correct.
? It can be scored consistently and reliably.
? It is an integrative, communicative measure of listening.of Multiple- Choice Appropriate Response
? It is more difficult to prepare than tests for beginners.
? Cheating is fairly easy, unless alternate forms are used.
? Since the reading of multiple-choice options is required, students need to be literate in English.Tests: The testing of speaking is widely regarded as the most challenging of all language exams to prepare, administer, and score. For this reason, many people don t even try to measure the speaking skill. They simply don t know where to begin the task of evaluating spoken language. The most purpose is to present the most effective classroom approaches available for measuring oral proficiency. The nature of speaking skill itself is not usually well defined. Understandably then, there is some disagreements on just what criteria to choose in evaluating oral communication. Grammar, vocabulary, and pronunciation are often named as ingredients. But matters such as fluency and appropriateness of expression are usually regarded as equally important. There are given several kinds samples in order to measure and make control on speaking skill. Response.
. Directed Response items .. Write instructions and directed response items that require your students to produce the following sentences.
. She likes you.
. The music is too loud.
. Thanks very much for showing me the way here.
. I wouldn t do that if I were you.
. It s quite warm outside today, isn t it ?. Prepare five directed-request items that require stidents to produce the sentences below.
. When does the game start/
. Where is the nearest drinking fountain?
. Pardon me, can you speak Spanish?
. Could you show me the way to the manager s office, please?
. I m very sorry to be late. (I missed the bus) .. Prepare three situational directed-request items, suitable for your students.
. Picture-clue items .. Find or draw four pictures. Prepare a separate question for each picture; this should be on your student s level. Plan the questions to avoid one-word responses. Give a sample answer for each question .. Find or draw a set of pictures that tell a story or incident. Three to five should be enough. Then prepare a question on each frame, to help your students tell the story. Include the pictures .. Prepare or find a map or chart. Write out two questions on this visual; they should be on your students level. Include the map or...
