Chapter-3-Objective-Test教學(xué)講解課件

ChapterThree

ObjectiveTesting

此演示文稿會與參加人員進行相關(guān)討論，所以你將需要加入“會議細節(jié)”來輔助討論。 請充分運用PowerPoint“會議記錄”將會議細節(jié)記錄于你演示文稿進行中，方法如下：在幻燈片放映狀態(tài)單擊鼠標右鍵選取〔會議記錄〕選取〔會議細節(jié)〕將意見記錄于其中按下〔確定〕以結(jié)束此對話框

這個功能將隨著意見的加入，而自動于幻燈片下方產(chǎn)生一個執(zhí)行項目1/5/20231

ChapterThree

ObjectiveTest3.ObjectiveTesting

(withspecialreferencetomultiple-choicetechniques)3.1Subjectiveandobjectivetesting

Subjectiveandobjectivearetermsusedtorefertothescoringoftests.Alltestitems,nomatterhowtheyaredevised,requirecandidatestoexerciseasubjectivejudgment.Thatistosay,eithersubjectiveorobjectivetestneedsasubjectivejudgment.

1/5/202323.ObjectiveTesting12/26/2022

Furthermore,alltestsareconstructedsubjectivelybythetester,whodecideswhichareasoflanguagetotest,howtotestthoseparticularareas,andwhatkindofitemstouseforthispurpose.Thus,itisonlythescoringofatestthatcanbedescribedasobjective.Thismeansthatatesteewillscorethesamemarknomatterwhichexaminermarksthetest.

1/5/20233Furthermore,alltestsarTheadvantagesofobjectivetests:1)Haveonlyonecorrectanswer(oratleast,alimitednumberofcorrectanswers);2)Canbescoredmechanically;3)Bemarkedbycomputerfortestinglargenumbersofcandidates.1/5/2023412/26/20224Thinkingaboutthetestsyou’vetaken,whatpartofthetestareusuallytestedbyobjectivemethodsofassessment?ListeningComprehension,ReadingComprehension,

StructureandVocabulary,ClozeandevenErrorCorrection1/5/20235Thinkingaboutthetestsyou’v

“Certainskillsandareasoflanguagemaybetestedformoreeffectivelybyonemethodthanbyanother.”

Readingandvocabularyoftenlendthemselvestoobjectivemethodsofassessment.

1/5/20236

“Certainskillsandareas

Theabilitytowritecanonlybesatisfactorilytestedbyasubjectiveexaminationrequiringthestudenttoperformawritingtasksimilartothatrequiredinreallife.

Oralfluencyarealsooftentestedbysubjectivetests1/5/20237Theabilitytowritecanone.g.Youcameheretwoyearsago.Someoneasksyouhowlongyouhavelivedhere.Whatwouldyousay?Thisitemislargelysubjectivesincetheresponsemaybewhateveryouwishtosay.A.I’vebeenlivingheresince2010.B.Ididn’tleaveheresince2010.C.Ihavelivedhereforabout2years.D.From2010.E.Icameherebefore2010andIstilllivehere.F.since2010myhomeishere.

1/5/20238e.g.YoucameheretwoyearsaSoitismoredifficulttoachievereliabilitysimplybecausetherearesomanydifferentdegreesofacceptabilityandwaysofscoringallthepossibleresponses.1/5/20239SoitismoredifficulttoachSometimesinobjectiveitems,reliabilitywillnotbedifficulttoachieve,however,thequestionofhowvalidsuchanitemismaynowbeofconsiderableconcern.1/5/202310Sometimesinobjectiveitems,Completethesentencesbyputtingthebestwordineachblank.“IsyourhomestillinXiangtan?”“Yes,I’vebeenlivinghere___2010.”A.forB.onC.inD.atE.since

1/5/202311CompletethesentencesbyputtInfact,languagesimplydoesnotfunctioninthiswayinreal-lifesituations.Consequently,thepreviousitemtestsgrammarratherthancommunication:itisconcernedwithstudents’knowledgeofformsoflanguageandhowlanguageworksratherthanwiththeirabilitytorespondappropriatelytorealquestions.1/5/202312Infact,languagesimplydoesTosumup,objectivetestsrequireformorecarefulpreparationthansubjectivetests.Inaobjectivetestitisadvisableforatestertospendagreatdealoftimeconstructingeachtestitemascarefullyaspossible,attemptingtoanticipatethevariousreactionsofthetesteesateachstage.Theeffortisrewardedintheeaseofthemarking.1/5/202313Tosumup,objectivetestsreq3.2Objectivetests

Criticismaboutobjectivetests:1)Objectivetestsaresimplertoanswerthansubjectivetests.

Itemsinanobjectivetest,however,canbemadejustaseasyorasdifficultasthetestconstructorwishes.

1/5/2023143.2Objectivetests12/26/2022

Theymaylookeasierbutinrealitytheyarenoteasier.

Theconstructorofastandardizedachievementorproficiencytestnotonlyselectsandconstructstheitemscarefullybutanalysesstudentperformanceoneachitemandrewritestheitemswherenecessarysothatthefinalversionofhisorhertestdiscriminateswidely.1/5/202315Theymaylookeasierbuti2)Objectivetestsofthemultiple-choicetypeencourageguessing.

Fourorfivealternativesforeachitemaresufficienttoreducethepossibilityofguessing.Experienceshowsthatcandidatesrarelymakewildguesses:mostbasetheirguessesonpartialknowledge.1/5/2023162)ObjectivetestsofthemItcannotbeemphasizedtoostrongly,however,thattestobjectivitybyitselfprovidesnoguaranteethatatestissoundandreliable.Itshouldneverbeclaimedthatobjectivetestscandothosetaskswhichtheyarenotintendedtodo.Theycannevertesttheabilitytocommunicateinthetargetlanguage,norcantheyevaluateactualperformance.

1/5/202317ItcannotbeemphasizAdvantagesaboutobjectivetests:Amuchwidersampleofgrammar,vocabularyandphonologycangenerallybeincludedinanobjectivetestthaninasubjectivetest.

1/5/202318AdvantagesaboutobjectivetesAnobjectivetestwillbeaverypoortestif:

-

thetestitemsarepoorlywritten;-irrelevantareasandskillsareemphasizedinthetestsimplybecausetheyare‘testable’;and-itisconfinedtolanguage-basedusageandneglectsthecommunicativeskillsinvolved.

1/5/202319Anobjectivetestwillbe3.3Multiple-choiceitems:general

Multiple-choiceitemsareundoubtedlythe

mostwidelyusedtypesofitemsinobjectivetests.Problems:1)Multiple-choicetestinghasproliferated;2)Numerouspoormultiple-choicetestsnowabound.1/5/2023203.3Multiple-choiceitems:genCriticismonmultiple-choiceitem:

Thechiefcriticismofthemultiple-choiceitemisthatfrequentlyitdoesnotlenditselftothetestingoflanguageascommunication.

Nevertheless,multiple-choiceitemscanprovideauseful

meansofteachingandtestinginvariouslearningsituations(particularlyatthelowerlevels)providedthatitisalwaysrecognizedthatsuchitemstestknowledgeofgrammar,vocabulary,etc.ratherthantheabilitytouselanguage.1/5/202321Criticismonmultiple-choicei

Althoughtheyrarelymeasurecommunication,theycanproveusefulinmeasuringstudents’abilitytorecognizecorrectgrammaticalforms,etc.andtomakeimportantdiscriminationsinthetargetlanguage.Multiple-choiceitemscanhelpbothstudentandteachertoidentifyareasofdifficulty.

Multiple-choiceitemsofferausefulintroductiontotheconstructionofobjectivetests.

1/5/202322Althoughtheyrarely

Whatistheoptimumnumberofalternatives,oroptions,foreachmultiple-choiceiteminmostpublictests?

Five.Manywritersrecommendusingfouroptionsforgrammaritems,butfiveforvocabularyandreading.

1/5/202323WhatistheoptimumnumberWhatshouldbedonebeforeconstructinganymultiple-choiceitems?a)Thetestwritermustfirstdeterminetheactualareastobecoveredbymultiple-choiceitemsandthenumberofitemstobeincludedinthetest.b)Thetestmustbelongenoughtoallowforareliableassessmentofatestee’sperformanceandshortenoughtobepracticable.1/5/202324Whatshouldbedonebefore

Why?

Asweknow,toolongatestisundesirablebecauseoftheadministrationdifficultiesoftencreatedandbecauseofthementalstrainandtensionwhichmaybecausedamongthestudentstakingthetest.1/5/202325Why?12/26/202225

Notethat

1)Thenumberofitemsincludedinatestwillvaryaccordingtothelevelofdifficulty,thenatureoftheareasbeingtested,andthepurposeofthetest;2)Contextisoftheutmostimportanceinalltestsbecausedecontextualizedmultiple-choiceitemscandoconsiderableharmbyconveyingtheimpressionthatlanguagecanbelearntandusedfreeofanycontext.1/5/202326Notethat12/26/2022263)Bothlinguisticcontextandsituationalcontextareessentialinusinglanguage.StayhereuntilMr.Short——youtocome.

stem（題干）A.toldB.willtellC.istellingD.tells

options,responses,alternatives（選擇項）distractors（干擾項）answer/correctoption/key（正確答案）1/5/2023273)Bothlinguisticcontextan

Thefollowinggeneralprinciplesshouldbeobservedwhenmultiplechoiceitemsareconstructed:1)Eachmultiple-choiceitemshouldhaveonlyoneanswer.Thisanswermustbeabsolutelycorrectunlesstheinstructionspecifieschoosingthebestoption(asinsomevocabularytests)1/5/202328Thefollowinggeneralprinc2)Onlyonefeatureatatimeshouldbetested:itisusuallylessconfusingforthetestersandithelpstoreinforceaparticularteachingpoint.3)Eachoptionshouldbegrammaticallycorrectwhenplacedinthestem,exceptofcourseinthecaseofspecificgrammartestitems.4)Allmultiple-choiceitemsshouldbeatalevelappropriatetotheproficiencylevelofthetestees.1/5/2023292)Onlyonefeatureatatime5)Multiple-choiceitemsshouldbeasbriefandasclearaspossible(thoughitisdesirabletoprovideshortcontextsforgrammaritems).6)Inmanytests,itemsarearrangedinroughorderofincreasingdifficulty.Areasoflanguagewhicharetrivialandnotworthtestingshouldbeexcludedfromthetest.1/5/2023305)Multiple-choiceitemsshoul

3.4multiple-choiceitems:

thestem/thecorrectoption/thedistractorsThestem1)Theprimarypurposeofthestemistopresenttheproblemclearlyandconcisely.Althoughthestemshouldbeshort,itshouldconveyenoughinformationtoindicatethebasisonwhichthecorrectoptionshouldbeselected.2)Thestemmaytakethefollowingforms:(seeP30)1/5/2023313.4multiple-choiceitems:12（a）anincompletestatementHeaccusedmeof_____lies.A.speakingB.sayingC.tellingD.talking

(b)acompletestatementEverythingwewantedwastohand.A.undercontrolC.wellcaredforB.withinreachD.beingprepared

(c)aquestionAccordingtothewriter,whatdidTomimmediatelydo?A.Heranhome.C.Hebegantoshout.B.HemetBob.D.Hephonedthepolice.1/5/202332（a）anincompletestatement12/2

3)Thestemshouldusuallycontainthosewordsorphraseswhichwouldotherwisehavetoberepeatedineachoption.(SeeP30)

Theword‘a(chǎn)stronauts’isusedinthepassagetoreferto______.A.travelersinanoceanlinerB.travelersinaspace-shipC.travelersinasubmarineD.travelersinaballoon1/5/2023333)ThestemshouldusuallycoThestemhereshouldberewrittensothatitreads:Theword‘a(chǎn)stronauts’isusedinthepassagetorefertotravelersin______.A.anoceanlinerB.aspace-shipC.asubmarineD.aballoon1/5/202334Thestemhereshouldberewrit4)Thestemshouldallowforthenumberofchoiceswhichhavebeendecidedupon.Thisisparticularlyrelevant,forexample,whencomparisonsareinvolvedinreadingcomprehension.Thereisnopossiblefourthoptionwhichcanbeaddedinthefollowingitem:

Tomwas______theothertwoboys.A.tallerthanB.smallerthanC.astallas1/5/2023354)ThestemshouldallowfortThecorrectorbestoption

Fornormalpurposesoftesting,thisshouldbeclearlythecorrectorbestoption:itismostimportantthateachitemshouldbecheckedbyanotherperson.Itisveryimportanttoavoidconfusingthestudentsbyhavingadifferentnumberofcorrectoptionsforeachitem,andthispracticeisnotrecommended.Itcanbearguedthatagreaterdegreeofsubtletyissometimesgainedbyhavingmorethanonecorrectoptionineachitem.Thecorrectanswersinthefollowingreadingcomprehensionandgrammaritemsarecircled(seeP31):

1/5/202336Thecorrectorbestoption12/2Thecorrectoptionshouldbeapproximatelythesamelengthasthedistractors.Thisprincipleappliesespeciallytovocabularytestsandtestsofreadingandlisteningcomprehension,wherethereisatendencytomakethecorrectoptionlongerthanthedistractorssimplybecauseitissooftennecessarytoqualifyastatementorwordinordertomakeitabsolutelycorrect..(SeetheexampleonP32)1/5/202337ThecorrectoptionshouldThedistracters

Eachdistracters,orincorrectoption,shouldbereasonablyattractiveandplausible.Itshouldappearrighttoanytesteewhoisunsureofthecorrectoption.Itemsshouldbeconstructedinsuchawaythatstudentsobtainthecorrectoptionbydirectselectionratherthanbytheeliminationofobviouslyincorrectoptions.1/5/202338Thedistracters12/26/202238

Unlessadistracterisattractivetothestudentwhoisnotsureofthecorrectanswer,itsinclusioninatestitemissuperfluous.Plausibledistractersarebestbasedona)Mistakesinthestudents’ownwrittenwork,b)Theiranswersinprevioustests,c)Theteacher’sexperience,d)Acontrastiveanalysisbetweenthenativeandtargetlanguages.1/5/202339UnlessadistracterisattDistractersshouldnotbetoodifficultnordemandahigherproficiencyinthelanguagethanthecorrectoption.Why?Iftheyaretoodifficult,theywillsucceedonlyindistractingthegoodstudent,whowillbeledintoconsideringthecorrectoptiontooeasy(andatrap).1/5/202340Distractersshouldnotbetoo3.5Writingthetest(做答題的形式)Fivewaystowritethetest:(seeP33)Whereshouldthecorrectoptionbeplaced(e.g.A,B,C,D)?Thecorrectoptionshouldappearineachpositionapproximatelythesamenumberoftimesinatestorsub-test（單項測試）.(seeP33)1/5/2023413.5Writingthetest(做答題的形式)1Notethat

fewtestsconsistentirelyofmultiple-choiceitems.Manywell-knowntestsstrikeahappybalancebetweenobjectiveitemsandsubjectiveitems.Theytestfamiliaritywiththegrammaticalandlexicalcomponentsofthelanguageaswellastheabilitytousethelanguageproductively.1/5/202342Notethatfewtestsconsis

Whathaveyougotfromthelesson

today?1/5/202343Whathaveyougotfromth

ChapterThree

ObjectiveTesting

此演示文稿會與參加人員進行相關(guān)討論，所以你將需要加入“會議細節(jié)”來輔助討論。 請充分運用PowerPoint“會議記錄”將會議細節(jié)記錄于你演示文稿進行中，方法如下：在幻燈片放映狀態(tài)單擊鼠標右鍵選取〔會議記錄〕選取〔會議細節(jié)〕將意見記錄于其中按下〔確定〕以結(jié)束此對話框

這個功能將隨著意見的加入，而自動于幻燈片下方產(chǎn)生一個執(zhí)行項目1/5/202344

ChapterThree

ObjectiveTest3.ObjectiveTesting

(withspecialreferencetomultiple-choicetechniques)3.1Subjectiveandobjectivetesting

Subjectiveandobjectivearetermsusedtorefertothescoringoftests.Alltestitems,nomatterhowtheyaredevised,requirecandidatestoexerciseasubjectivejudgment.Thatistosay,eithersubjectiveorobjectivetestneedsasubjectivejudgment.

1/5/2023453.ObjectiveTesting12/26/2022

Furthermore,alltestsareconstructedsubjectivelybythetester,whodecideswhichareasoflanguagetotest,howtotestthoseparticularareas,andwhatkindofitemstouseforthispurpose.Thus,itisonlythescoringofatestthatcanbedescribedasobjective.Thismeansthatatesteewillscorethesamemarknomatterwhichexaminermarksthetest.

1/5/202346Furthermore,alltestsarTheadvantagesofobjectivetests:1)Haveonlyonecorrectanswer(oratleast,alimitednumberofcorrectanswers);2)Canbescoredmechanically;3)Bemarkedbycomputerfortestinglargenumbersofcandidates.1/5/20234712/26/20224Thinkingaboutthetestsyou’vetaken,whatpartofthetestareusuallytestedbyobjectivemethodsofassessment?ListeningComprehension,ReadingComprehension,

StructureandVocabulary,ClozeandevenErrorCorrection1/5/202348Thinkingaboutthetestsyou’v

“Certainskillsandareasoflanguagemaybetestedformoreeffectivelybyonemethodthanbyanother.”

Readingandvocabularyoftenlendthemselvestoobjectivemethodsofassessment.

1/5/202349

“Certainskillsandareas

Theabilitytowritecanonlybesatisfactorilytestedbyasubjectiveexaminationrequiringthestudenttoperformawritingtasksimilartothatrequiredinreallife.

Oralfluencyarealsooftentestedbysubjectivetests1/5/202350Theabilitytowritecanone.g.Youcameheretwoyearsago.Someoneasksyouhowlongyouhavelivedhere.Whatwouldyousay?Thisitemislargelysubjectivesincetheresponsemaybewhateveryouwishtosay.A.I’vebeenlivingheresince2010.B.Ididn’tleaveheresince2010.C.Ihavelivedhereforabout2years.D.From2010.E.Icameherebefore2010andIstilllivehere.F.since2010myhomeishere.

1/5/202351e.g.YoucameheretwoyearsaSoitismoredifficulttoachievereliabilitysimplybecausetherearesomanydifferentdegreesofacceptabilityandwaysofscoringallthepossibleresponses.1/5/202352SoitismoredifficulttoachSometimesinobjectiveitems,reliabilitywillnotbedifficulttoachieve,however,thequestionofhowvalidsuchanitemismaynowbeofconsiderableconcern.1/5/202353Sometimesinobjectiveitems,Completethesentencesbyputtingthebestwordineachblank.“IsyourhomestillinXiangtan?”“Yes,I’vebeenlivinghere___2010.”A.forB.onC.inD.atE.since

1/5/202354CompletethesentencesbyputtInfact,languagesimplydoesnotfunctioninthiswayinreal-lifesituations.Consequently,thepreviousitemtestsgrammarratherthancommunication:itisconcernedwithstudents’knowledgeofformsoflanguageandhowlanguageworksratherthanwiththeirabilitytorespondappropriatelytorealquestions.1/5/202355Infact,languagesimplydoesTosumup,objectivetestsrequireformorecarefulpreparationthansubjectivetests.Inaobjectivetestitisadvisableforatestertospendagreatdealoftimeconstructingeachtestitemascarefullyaspossible,attemptingtoanticipatethevariousreactionsofthetesteesateachstage.Theeffortisrewardedintheeaseofthemarking.1/5/202356Tosumup,objectivetestsreq3.2Objectivetests

Criticismaboutobjectivetests:1)Objectivetestsaresimplertoanswerthansubjectivetests.

Itemsinanobjectivetest,however,canbemadejustaseasyorasdifficultasthetestconstructorwishes.

1/5/2023573.2Objectivetests12/26/2022

Theymaylookeasierbutinrealitytheyarenoteasier.

Theconstructorofastandardizedachievementorproficiencytestnotonlyselectsandconstructstheitemscarefullybutanalysesstudentperformanceoneachitemandrewritestheitemswherenecessarysothatthefinalversionofhisorhertestdiscriminateswidely.1/5/202358Theymaylookeasierbuti2)Objectivetestsofthemultiple-choicetypeencourageguessing.

Fourorfivealternativesforeachitemaresufficienttoreducethepossibilityofguessing.Experienceshowsthatcandidatesrarelymakewildguesses:mostbasetheirguessesonpartialknowledge.1/5/2023592)ObjectivetestsofthemItcannotbeemphasizedtoostrongly,however,thattestobjectivitybyitselfprovidesnoguaranteethatatestissoundandreliable.Itshouldneverbeclaimedthatobjectivetestscandothosetaskswhichtheyarenotintendedtodo.Theycannevertesttheabilitytocommunicateinthetargetlanguage,norcantheyevaluateactualperformance.

1/5/202360ItcannotbeemphasizAdvantagesaboutobjectivetests:Amuchwidersampleofgrammar,vocabularyandphonologycangenerallybeincludedinanobjectivetestthaninasubjectivetest.

1/5/202361AdvantagesaboutobjectivetesAnobjectivetestwillbeaverypoortestif:

-

thetestitemsarepoorlywritten;-irrelevantareasandskillsareemphasizedinthetestsimplybecausetheyare‘testable’;and-itisconfinedtolanguage-basedusageandneglectsthecommunicativeskillsinvolved.

1/5/202362Anobjectivetestwillbe3.3Multiple-choiceitems:general

Multiple-choiceitemsareundoubtedlythe

mostwidelyusedtypesofitemsinobjectivetests.Problems:1)Multiple-choicetestinghasproliferated;2)Numerouspoormultiple-choicetestsnowabound.1/5/2023633.3Multiple-choiceitems:genCriticismonmultiple-choiceitem:

Thechiefcriticismofthemultiple-choiceitemisthatfrequentlyitdoesnotlenditselftothetestingoflanguageascommunication.

Nevertheless,multiple-choiceitemscanprovideauseful

meansofteachingandtestinginvariouslearningsituations(particularlyatthelowerlevels)providedthatitisalwaysrecognizedthatsuchitemstestknowledgeofgrammar,vocabulary,etc.ratherthantheabilitytouselanguage.1/5/202364Criticismonmultiple-choicei

Althoughtheyrarelymeasurecommunication,theycanproveusefulinmeasuringstudents’abilitytorecognizecorrectgrammaticalforms,etc.andtomakeimportantdiscriminationsinthetargetlanguage.Multiple-choiceitemscanhelpbothstudentandteachertoidentifyareasofdifficulty.

Multiple-choiceitemsofferausefulintroductiontotheconstructionofobjectivetests.

1/5/202365Althoughtheyrarely

Whatistheoptimumnumberofalternatives,oroptions,foreachmultiple-choiceiteminmostpublictests?

Five.Manywritersrecommendusingfouroptionsforgrammaritems,butfiveforvocabularyandreading.

1/5/202366WhatistheoptimumnumberWhatshouldbedonebeforeconstructinganymultiple-choiceitems?a)Thetestwritermustfirstdeterminetheactualareastobecoveredbymultiple-choiceitemsandthenumberofitemstobeincludedinthetest.b)Thetestmustbelongenoughtoallowforareliableassessmentofatestee’sperformanceandshortenoughtobepracticable.1/5/202367Whatshouldbedonebefore

Why?

Asweknow,toolongatestisundesirablebecauseoftheadministrationdifficultiesoftencreatedandbecauseofthementalstrainandtensionwhichmaybecausedamongthestudentstakingthetest.1/5/202368Why?12/26/202225

Notethat

1)Thenumberofitemsincludedinatestwillvaryaccordingtothelevelofdifficulty,thenatureoftheareasbeingtested,andthepurposeofthetest;2)Contextisoftheutmostimportanceinalltestsbecausedecontextualizedmultiple-choiceitemscandoconsiderableharmbyconveyingtheimpressionthatlanguagecanbelearntandusedfreeofanycontext.1/5/202369Notethat12/26/2022263)Bothlinguisticcontextandsituationalcontextareessentialinusinglanguage.StayhereuntilMr.Short——youtocome.

stem（題干）A.toldB.willtellC.istellingD.tells

options,responses,alternatives（選擇項）distractors（干擾項）answer/correctoption/key（正確答案）1/5/2023703)Bothlinguisticcontextan

Thefollowinggeneralprinciplesshouldbeobservedwhenmultiplechoiceitemsareconstructed:1)Eachmultiple-choiceitemshouldhaveonlyoneanswer.Thisanswermustbeabsolutelycorrectunlesstheinstructionspecifieschoosingthebestoption(asinsomevocabularytests)1/5/202371Thefollowinggeneralprinc2)Onlyonefeatureatatimeshouldbetested:itisusuallylessconfusingforthetestersandithelpstoreinforceaparticularteachingpoint.3)Eachoptionshouldbegrammaticallycorrectwhenplacedinthestem,exceptofcourseinthecaseofspecificgrammartestitems.4)Allmultiple-choiceitemsshouldbeatalevelappropriatetotheproficiencylevelofthetestees.1/5/2023722)Onlyonefeatureatatime5)Multiple-choiceitemsshouldbeasbriefandasclearaspossible(thoughitisdesirabletoprovideshortcontextsforgrammaritems).6)Inmanytests,itemsarearrangedinroughorderofincreasingdifficulty.Areasoflanguagewhicharetrivialandnotworthtestingshouldbeexcludedfromthetest.1/5/2023735)Multiple-choiceitemsshoul

3.4multiple-choiceitems:

thestem/thecorrectoption/thedistractorsThestem1)Theprimarypurposeofthestemistopresenttheproblemclearlyandconcisely.Althoughthestemshouldbeshort,itshouldconveyenoughinformationtoindicatethebasisonwhichthecorrectoptionshouldbeselected.2)Thestemmaytakethefollowingforms:(seeP30)1/5/2023743.4multiple-choiceitems:12（a）anincompletestatementHeaccusedmeof_____lies.A.speakingB.sayingC.tellingD.talking

(b)acompletestatementEverythingwewantedwastohand.A.undercontrolC.wellcaredforB.withinreachD.beingprepared

(c)aquestionAccordingtothewriter,whatdidTomimmediatelydo?A.Heranhome.C.Hebegantoshout.B.HemetBob.D.Hephonedthepolice.1/5/202375（a）anincompletestatement12/2

3)Thestemshouldusuallycontainthosewordsorphraseswhichwouldotherwisehavetoberepeatedineachoption.(SeeP30)

Theword‘a(chǎn)stronauts’isusedinthepassagetoreferto______.A.travelersinanoceanlinerB.travelersinaspace-shipC.travelersinasubmarineD.travelersinaballoon1/5/2023763)ThestemshouldusuallycoThestemhereshouldberewrittensothatitreads:Theword‘a(chǎn)stronauts’isusedinthepassagetorefertotravelersin______.A.anoceanlinerB.aspace-shipC.asubmarineD.aballoon1/5/20