Chapter 4 Test of Grammar and Usage
Chapter 4 TEST OF GRAMMAR AND USAGE
Most common types of objective tests
1. Multiple choice items
2. error – recognition
3. rearrangement items
4. completion items
5. transformation items
6. items involving the changing of words
7. ‘ broken sentence’ items
8. pairing and matching items
9. combination items
10. additional items
The goal: testing ability to recognize and produce the correct forms of language ( rather than the ability to use L in actual and purposeful tasks of communication)
I. Multiple-choice a/ Item types
Type 1 = an incomplete sentence + a choice of 4 or 5 options • Ways to present the options a. Tom ought not to ……….. (A. tell, B. having told, C. be telling, D have told) me the secret, but he did. → confuses the reader with the long parenthesis b. Tom ought not to ……….. me the secret , but he did A. tell B. having told C. be telling D. have told → preferable ( not to interrupt the flow of meaning) c. Tom ought not to have told me the secret , but he did A. No change B. tell C. having told D. be telling → waste time to construct part in the sentence d. Tom ought not to tell me the secret but he did Tom ought not to telling me the secret but he did Tom ought not to having told me the secret but he did Tom ought not to have told me the secret but he did → not recommended ( require to spend time on unnecessary reading )
Type 2 = testing short answers or responses Tom ought not to have told anyone the secret A. So ought you B. Neither you oughtn’t C. Neither ought you D. So oughtn’t you
Type 3 = asking sts to select the alternatives which is true according to the information conveyed in the stem ( requiring the understanding syntactical patterns) Tom ought not to have told me A. Tom did not tell me but he should B. Perhaps Tom may not tell me C. Tom told me but it was wrong of him D. It was necessary for Tom not to tell me b/ Procedure 1. choose the
Most common types of objective tests
1. Multiple choice items
2. error – recognition
3. rearrangement items
4. completion items
5. transformation items
6. items involving the changing of words
7. ‘ broken sentence’ items
8. pairing and matching items
9. combination items
10. additional items
The goal: testing ability to recognize and produce the correct forms of language ( rather than the ability to use L in actual and purposeful tasks of communication)
I. Multiple-choice a/ Item types
Type 1 = an incomplete sentence + a choice of 4 or 5 options • Ways to present the options a. Tom ought not to ……….. (A. tell, B. having told, C. be telling, D have told) me the secret, but he did. → confuses the reader with the long parenthesis b. Tom ought not to ……….. me the secret , but he did A. tell B. having told C. be telling D. have told → preferable ( not to interrupt the flow of meaning) c. Tom ought not to have told me the secret , but he did A. No change B. tell C. having told D. be telling → waste time to construct part in the sentence d. Tom ought not to tell me the secret but he did Tom ought not to telling me the secret but he did Tom ought not to having told me the secret but he did Tom ought not to have told me the secret but he did → not recommended ( require to spend time on unnecessary reading )
Type 2 = testing short answers or responses Tom ought not to have told anyone the secret A. So ought you B. Neither you oughtn’t C. Neither ought you D. So oughtn’t you
Type 3 = asking sts to select the alternatives which is true according to the information conveyed in the stem ( requiring the understanding syntactical patterns) Tom ought not to have told me A. Tom did not tell me but he should B. Perhaps Tom may not tell me C. Tom told me but it was wrong of him D. It was necessary for Tom not to tell me b/ Procedure 1. choose the