abulary mastery can be adjusted to match your emphasis on oral or written skills. Suppose improving conversation skills is your primary objective: You can test vocabulary by using oral clues (What time is it?) And by requiring spoken answers (It is nine o clock). On the other hand, suppose you are stressing reading: You can offer a written multiple- choice format (He bought a cake at the (A) bank, (B) bakery, (C) hardware store, (D) bookstore) .: A. LIMITED RESPONSE .
. Write out five commands that a student can perform (individually) by moving about the room, and five commands that he can perform while sitting down.
. Write out five commands or questions that a student can respond to (individually) by pointing to a picture that you have found. Include the picture.
. Using the picture from activity 2, prepare five requests five requests that require students to follow instructions by drawing.
. Using original line drawings or pictures (from your students text) showing activities, prepare five vocabulary questions that require short answers. Supply sample answers.of Limited Response:
? It causes less stress or nervousness than other types of tests.
? It avoids skills such as reading and writing that have not yet been developed.
? It can be scored easily and objectively.of Limited Response:
? It requires individual testing, which takes longer than group testing.
? It is usually difficult to test abstract words with this technique.
? Sketches are sometimes ambiguous (eg, an orange may look like a ball; running may look like dancing or jumping) .. MULTIPLE-CHOICE COMPLETION.
. The following sentences contain examples of distractor difficulties. Identify the weakness in each item. Then correct it.
2. Prepare five test items from words in your students text, or use the following vocabulary words: truth/weekend/secret/perfume.) For each word write a sentence context that reflects the meaning of word as clearly as possible.) Prepare three good distractors for each test item.) Write simple, clear instructions, and include an example.of Multiple- Choice Completion:
? It helps students see the full meaning of words by providing natural contexts. Also, it is a good influence on instruction: It discourages word-list memorization.
? Scoring is easy and consistent.
? It is a sensitive measure of achievement.of Multiple -Choice Completion:
? It is rather difficult to prepare good sentence contexts that clearly show the meaning of the word being tested.
? It is easy for students to cheat by copying what others have circled.tests are designed to measure student proficiency in matters ranging from inflections (bottle-bottles, bake-baked) to syntax. Syntax involves the relationship of words in a sentence, including matters such as word order, use of negative, question forms, and connectives. RESPONSE: The grammar of students with very little ability in English can be checked without having them speak or write anything. This can be done by means of directed physical responses and visuals. So here was presented two basic ways to measure grammar skills of these beginning level students: (1) testing them one at a time, and (2) testing them in groups.testing: You can test students individually by using oral requests. These requests can ask for easy spoken replies or simply for nonverbal actions. When teaching students who know almost no English, you can permit answers in their native language.
Example: ( students hear in English )
How many books are on the table?
( students answer in their language )
There are six. can be used to test students individually or in a groups. To test preposition recognition, we can ask, Is the lady on the house? Or we can say, Point to the child behind the car. testing: You can also test students in groups by using directed physical responses. The following drawing activity can test prepositions of place: First, explain and illustrate any new vocabulary words. Then have students make a drawing according to your spoken instructions: Draw an airplane in the middle of the paper. [ pause while students draw .] Now draw a house below the airplane. [ Pause ] Next draw a cloud in front of the airplane. Using a picture like the first one, you can test your student s understanding of prepositions. For examp...
