testing_lectue 08testing_lecture 08testing_lecture 08testing_lecture 08.pptVIP

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. Combination items (Students are instructed to join each pair of sentences, using the word in brackets.) You finish the paper. Then check your answers carefully. (AFTER) Some questions may be very difficult. They should be left until later. (WHICH) You should usually write answers in complete sentences for all the questions on your paper. However, write notes for those questions which you do not have time to answer. (ALTHOUGH) Addition items (Students are instructed to insert the word in capitals in the most appropriate place in each sentence.) YET Have you answered all the questions? STILL Some students had not mastered the correct techniques for answering examination questions. OCCASIONALLY There may be little choice of questions. 5.5 Constructing rearrangement items 5.6 Constructing completion items 5.7 Constructing transformation items 5.8 Constructing items involving the changing of words 5.9 Constructing pairing and matching items 5.10 Constructing combination and addition items 5.5 Constructing rearrangement items 5.6 Constructing completion items 5.7 Constructing transformation items 5.8 Constructing items involving the changing of words 5.9 Constructing pairing and matching items 5.10 Constructing combination and addition items You know how is it. I wonder did you grow more fatter since summer. (later in the same letter) 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. You know how _________. It is is it Therefore, to 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 __________. warm is it today today it is warm is it