Alyona Riznychenko
Ukrainian Academy of
Banking
There are the various elements or formats of tests that could be applied for
testing of four language skills: reading, listening, writing and speaking.
At first, I propose to look
at multiple-choice tests, after that to cloze tests and gap filling, then to
dictations and so on. We should try to draw a parallel between them and
the skills they could be used for.
I start with multiple choice tests. They are widely used by teachers in
their teaching practice, and are favoured by the
students. The multiple choice tests could be
successfully used for testing grammar, as well as for testing listening or
reading skills.
A task basically is represented by a number of sentences, which
should be provided with the right variant, that is usually given below. Apart from the right variant the students
are offered a set of distractors, which are normally introduced in order to
“deceive” the learner. If the student knows the material that is being tested,
he will spot the right variant, supply it and successfully accomplish the task.
The
distractors usually slightly differ from the correct variant
and sometimes are funny. Very often they could be represented by the synonyms of the
correct answer.
A further format that is worth mentioning is short answer test
format. Short answer
tests could be substitutes to multiple-choice tests. The only difference is
that apart from the optional answers the students will have to provide short
answers.
Short answer tests will contribute to the students’ results,
for they will be able to support their answers and clarify why they responded in that way but not the other. It could
be explained that the students will have an opportunity to prove their answers
and support them if necessary.
This type of testing differs from
multiple-choice questions by the absence of the answers. The students have to provide the
answer themselves. That will give
the marker
the clear idea whether the students know what they write about or not. Short answer test could make the
students apply their various language skills techniques they use while dealing
with any reading, listening or speaking activity.
There are two cloze test techniques: pseudo-random and
rational cloze technique. In the pseudo-random test the test designer deletes
words at a definite rate, or systematically.
Moreover, having discussed the following test format the teacher
has revealed that the students like it and receive a real pleasure if they are
able to confirm their guess and find the right variant.
The rational cloze technique, or gap-filling, is based on
the deletion of words connected with the topic the teacher wants or intends to
check. At this time
the
teacher controls the procedure more than it is in the pseudo-random test
discussed above.
True/False
items. This test format is familiar for
all the teachers and students. Each reading task will always be followed with
true/false activities that will intend to check the students’ comprehension of
a text. The students will be offered a set of statements some of which are true
and some are wrong.
They usually should be ticked, and in order to tick the correct
variants the students have to be able to employ various guessing strategies.
Another test format that could be applied in the language
classroom is dictation. We use dictations to check spelling; to test listening
comprehension, as well. It is obvious that to dictate something we have either
to speak or read. It means that while writing a dictation the student has to be
able to perceive the spoken language efficiently enough to produce in on paper. Dictation helps the students to develop their abilities to
distinguish between phonemes, separate words and intonation. Dictations will force the students
to use the variety of skills: listening, reading, speaking and writing skills.
Listening recall is specifically applied to testing listening skills. It differs
from
a
dictation that it supplies the students with a printed text. However, the text
is given not as the complete script of the tape. Certain words that carry the
meaning load are deleted from a passage, and the students after listening to
the tape are supposed to insert them. It could be related to a gap-filling test.
One of the advantages of listening recall is uncomplicated
construction, administration and marking.
One of the test formats for testing grammar is error-recognition
items. Here the teacher writes sentences underlining various words. One of the
words is obligatory wrong, and the students have to identify what word is wrong
and should be corrected.
For testing grammar and language structures we often use
word-formation tasks.
In order to check the students grammar and writing ability the
teacher can use different test formats: transformation, broken sentences,
sentence and paragraph completion, form filling, notes and diaries.
Free writing. The most suitable way to check the
students’ writing skills is asking them to write a composition. The teacher can
include a variety of testing criteria there depending on what is really being
tested. The topics for a composition should be appropriate to the age of the
students and respond to their interest. However, the teacher has to establish
clearly what he is going to check and what could be neglected. The
students have to know whether the teacher is interested in the context or may
be he is concerned with grammar and spelling, as well.
In conclusion I want to say that the teacher can use a variety of test formats, such as
multiple-choice questions, transfer of information; reordering the words,
describe a picture, listening to the instructions to check the language skills
of his students. Every teacher should choose himself the tasks that will be appropriate to their way of
teaching and the needs of the students.