Testing / Fourth Year/ English Dept /2012 / 2013
Techniques used in subjective tests include;
1.Composition.
2.Essays.
3.Answer-these questions.
4.Completions
Techniques used in objective tests include;
1.Multiple-choice items.
3.True / False items
4.Rearrangement.
5.Completion.
6.Transformation.
Multiple-choice item;
Here the examiner gives a sentence or group of sentences with gaps which the testee
has to fill in with words or phrases from among a list provided . The sentence that has a gap
is called the stem and the words provided on the list are called options.
Weak item;
They need not…………………….. to the library.
a.should have gone. b.gone. c.had gone. d.have been going.
Improved item;
a.goes b.go c.going. d.gone.
Questions for discussion;
1.What is meant by subjective test?
2.What is meant by objective test?
3.What would a multiple-choice item comprise?
4.Why are True/False items considered less reliable?
6.What suggestions would you give for item writing?
7.Why should all the alternative s be of approximately the same level of difficulty?
8.State the techniques used in subjective tests.
9.State the techniques used in objective tests?
1o.State the differences between subjective and objective tests.
11.Design three multiple-choice items.
12.Design three matching items.
Subjective and Objective Testing
Subjective tests are those whose scoring is dependent on or affected by the judgment of
the examiner . Scoring of an object test cannot be affected by the personal judgment of the
examiner. To answer a subjective test. The testee has to use his own words and expressions.
Whereas, to answer an object test the testee has to select his answer from among four or
even more alternatives.
Matching Items;
Here the examiner gives two lists of words or phrases and the testees have to match
the words in list –A- with list –B- .
Type one;
Match the words in list-A- with those in list –B- that give their meaning and then write
the letter of the answer in the spaces;
1.handed
2.sufficient
3.origin
4.character
5.suit
6.main
a.banks
b.enough
c.area
d.gave
e.chief
f.amazed
g.source
h.sings
These can be in the form of synonyms , antonyms , or completion items. The instructions
for such items could be as above.
True / False Items;
True / False items are widely used in reading comprehension test. They are reliable
when;
1.they are well constructed.
2.there are enough of them.
3.correcting the false one.
However, True/ False items have two disadvantages;
1.They encourage guessing.
2.They fail to discriminate among testees.
Suggestions on Item Writing
Here are a few suggestions that the examiner should take into consideration when
designing items.
Weak item;
1.Oliver was beaten and locked up in a ………………………………………………….
a.Fagan's dwelling place.
b.cellar
c.Noah's house.
d.kitchen of the workhouse.
1.Oliver was beaten and locked in a ……………………………………………………………..
a.garden.
b.workhouse.
c.cellar.
d.library.
Questions for Discussion;
1.Why do we give English language tests?
2.In what way can language tests reinforce learning?
3.How can language tests motivate learners?
4.How does teaching influence testing?
5.How can public examination influence teaching?
6.State the importance of quizzes in FL tests.
7.What should you keep in mind when administering a quiz?
8.What is the basic difference between a test and a quiz?
9.What do English language tests evaluate?
10.What is meant by accuracy?
11.What is meant by reliability?
12.What is meant by objectivity?
13.What is meant by validity?
14.What is meant by practicality?
15.What is meant by public tests?
16.State the features of good language tests.
17.Is testing the only criterion of learner's evaluation?
18.Compare between subjective and objective tests.
19.What is a quiz test?
20.How can a teacher administer a quiz test?
Methods / Fourth Year / English Dept/2o12/2013
Grammar Translation Approach;
The grammar translation approach is the oldest and the most primitive of the
techniques. It has been very much discredited by teachers and theorists alike. The
approach, however, suited the age during which it was developed.
The premises underlying the grammar translation approach are implicit in the practices
and techniques adopted by the followers of the approach.
1.The belief that language is nothing more than words and idioms tied together by rules of
grammar.
2.The belief that all language described the same object and concepts, but in different
words.
3.The idea that rules of grammar are universally. Distinctions and language categories
were found.
The application of the above-mentioned premises reflects itself in the following
patterns of activities carried out by the teacher and the learners.
1.The learners of a second language are presented with lists of foreign language words and
idioms, with their meanings in the native language. Such lists are to be memorized
through repetition.
2.The learners are presented with sentences or passages written in the foreign language to
be translated in to the native language.
3.The teaching of grammar is done by presenting rules for memorization. Some examples
are given after the rules are presented. The rules of grammar presented are often of the
types that fit the grammatical categories of Latin.
It is true that millions of people have studied and learnt foreign languages through
the use of the translation approach. Yet the approach is considered obsolete and the
results are poor.
This view ignores the fact that every item in a language is a part of a unique and
complicated system. The vocabulary lists with its vocabulary meaning conceals the fact
that a word in one language hardly ever means the same as its equivalent in another
language , for they operate within quite different system of relationships and contrasts.
In the seventeenth century language teacher being under the influence of grammar,
started teaching language as though they were all built on the same pattern. This idea
found its way through all Europe and has it effect on English teaching methods. Since
different languages dissect nature differently, it is rare to find that a foreign expression
has an exact native equivalent. If one forces foreign expressions to have native
equivalents.
The weaknesses of this approach
The weaknesses of the method are mainly the followings;
1.The learners are kept busy with the futile task of memorizing lists of words with their
meanings.
2.the insistence on the use of native equivalents f foreign words and expressions leads to
the completion.
3.Translation is useless as a teaching device in the early stages of learning a foreign
language.
4.Rules of grammar do not mean much unless they are preceded by extensive experience
with language form.
The Direct Approach
This approach goes under several names, but all varieties regardless of names share
common features and they all constitute a revolt against the grammar translation approach.
In the 193o's it was considered the modern approach.
The principles of this approach;
The principles underlying the approach can be briefly summarized as follows;
1.Learning a foreign language can bet be done through direct association between the
object and foreign symbol.
2.The foreign language can be learnt in the same way as the native language is learnt as well
as other languages.
3.Language is fundamentally oral. Writing is subsidiary to speech.
4.Language learning chiefly involves the acquisition of four skills.
The classroom practices ;
1.The use of the native language is completely eliminated in class.
2.Since the native language is not permitted in class, words are explained through using the
following devices;
a. using gestures, facial expressions.
b. the use of synonyms and antonyms.
c. the use of explicatory context.
d. the use of object.
e. the use of picture.
f. explanation in the foreign languages.
The communicative approach
Advocates of the communicative approach ascribed the emergence of their movement
Early in the 1970's to at least three major roots.
The principles of this approach;
1.Language is a means of communication.
2.Language use is an individual process.
3.Language use is social phenomenon.
4.Language use is enjoyable.
Practicing points;
1.Emphasis should be placed on activities.
2.The course should provide group work.
3.The material should be of two types.
In the matters related to methodology the following practices are inferred;
1.The use of language as a communication vehicle demands seeking alternatives.
2.One of the responsibilities of a teacher is to devise social context in which the language is
used.
3.There ought to be class libraries where a wide choice of extension of material is available
and teacher should help pupils.
4.Games and songs are recommended because by their nature they provide for repetition
and recycling.
5.Teacher should not insist on correction of every error. Flow of communication is more
important than accuracy.
6.Puplis and teachers be satisfied with half comprehension of text and materials especially
are used.
7.The type of tests recommended are mainly those in which the pupils manifest their full
communicative competence.
The premises and practices of the communicative approach need to be subjected to
more experimentation by research workers and practicing teachers alike. Much of what is
suggested in the communicative approach is still speculative and needs to be put to the
practical test. One of the central ideas in the communicative approach is the distinction
between linguistic competence and communicative competence. The first is associated with
usage and the second is associated with use and discourse, i.e, language samples that
exceed the sentence.