Testing of Grammar and Usage
Testing of Grammar and Usage
LANGUAGE TESTING
TESTING OF GRAMMAR AND USAGE
INTRODUCTION
The following are some of the most common types of objective
items used to test awareness of the grammatical features of the
language. Each type of item will be treated in greater detail in this
chapter.
- multiple-choice items
- error-recognition items
- rearrangement items
- completion items
- transformation items
- items involving the changing of words
- ‘broken sentence’ items
- combination items
- addition items
It should always be remembered that such items as the above test
the ability to recognize or produce correct form of language rather
than the ability to use language to express meaning, attitude,
emotions, etc. nevertheless, it is essential that students master the
grammatical system of the language they are learning. Thus,
classroom tests of grammar and usage can play a useful part in a
language program.
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TESTING VOCABULARY
Example 4
Which of the prefixes in Column A can combine with which of the
words in Column B? Write out the complete words.
A B
over human
trans national
super flow
dis form
inter infect
Example 5
Underline the odd one out:
goat, horse, cow, spider, sheep, dog, cat.
You will hear compersation between Todd and Nanju then you will
answer some questions about their compersation.
Before answer the question you may download the audio here !
Oral drills
Structure drills
Type 3 combination
1. She is the best students in the class. She never forgets to study.
→Although she is the best students in the class, she never forgets to
study.
2. I met a man. He came from England.
→I met a man who came from England.
3. The boy is playing football. He is Messy.
→The boy is playing football is Messy.
4. I saw the children. They were playing badminton.
→ I saw the children playing badminton.
The oral interview
- Oral interview
The scoring of oral interview is highly subjective and thus
sometimes has only low reliability. The performance of a student in
a particular interview may not accurately reflect his true ability. The
examiner can be asked on each topic at least 3 or more questions.
- Some questions will be answered by students
1. Tell me about you diary activies
2. Tell About your family
3. what is the difficult that you faced in learning?
4.etc
Conversation excanges
Type 5 This item takes the form of an incomplete dialogue with
prompts (shown in brackets in the following example) whispered in
the student’s ear.
You are at the market place.
Seller : Can I Help You?
(You want know where is the place to buy a chicken)
You :..........................................................................
Seller : You may buy it in this place
(Ask the price)
You :..........................................................................
Seller ; Rp. 50.000,-
(ask for a discount)
You :..........................................................................
Seller : Yes if buy 3 Chickens I give you a discount
(make deal with the seller)
You:..........................................................................
Type 3 The students hear a stimulus to which they must respond in
any appropriate way. (The test often relies on conventional
greetings, apologies, acceptable ways of expressing polite
disagreement, etc.)
Do you mind if I use your pencil for a moment?
(Not at all/Certainly/Please do/Go ahead, etc.)
What a game of tennis?
(Yes, I’d love a game/All right. I don’t mind/Don’t you think it’s a
bit too hot?, etc.)
Type 1
Imagine that this is your diary showing some of your activities on
certain days. first, fill in your activities for those days which have
been left blank. Then, using the information in the diary, write a
letter to a friend telling him or her how you are spending your time.
write about 100 words. The address is not necessary.
1 Monday Study!
2 Tuesday Final
3 Wednesday Taking a rest
4 Thursday
5 Friday
6 Saturday Work!
7 Sunday Work!
Example 2
Describe this Picture below!
Objective Test
Type 1 The following type of punctuation item is very popular
and is generally used to cover a wide range of punctuation marks. It
is not truly objective, and the scoring of such an exercise would take
considerable time since punctuation is to a large degree subjective
and one particular use of a punctuation mark well determine the
correctness of the punctuation mark following it.
In the following passage there is no punctuation. Write out the
passage, putting in all the punctuation and capital letters.
Lend me your pen please peter asked
i took my pen out of my pocket
Be careful i said
ill give it back to you in a moment he promised
Dont worry i said you can keep it as long as you want
It is advisable, however, to maintain some degree of control
over the task which the testees are expected to perform. One method
of doing this is by substituting lines or circles for those punctuation
marks which are being tested, thus also facilitating scoring.
A. VALIDITY
Validity is the extent to which a concept, conclusion or measurement is well-founded and likely corresponds
accurately to the real world based on probability. The word "valid" is derived from the Latin validus, meaning strong.
B. RELIABILITY
Reliability in statistics and psychometrics is the overall consistency of a measure. A measure is said to have a high
reliability if it produces similar results under consistent conditions. "It is the characteristic of a set of test scores that relates
to the amount of random error from the measurement process that might be embedded in the scores. Scores that are highly
reliable are accurate, reproducible, and consistent from one testing occasion to another. That is, if the testing process were
repeated with a group of test takers, essentially the same results would be obtained. Various kinds of reliability coefficients,
with values ranging between 0.00 (much error) and 1.00 (no error), are usually used to indicate the amount of error in the
scores." For example, measurements of people's height and weight are often extremely reliable.
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