the incomplete statement type with a choice of four or five option Seven types of multiple – choice items in the textbook; however, item types 2 & 3 are preferable because the options do not interrupt the flow of meaning in the sentence: these items present the entire sentence so that it can be read at a glance | Chapter 4: Tests of grammar & usage Heaton, . (1988). Writing English Language Tests. Longman multiple - choice items error recognition items rearrange items completion items transformation items items involving the changing of words ‘broken sentence’ items pairing and matching items combination items addition items 1. Multiple - choice items the incomplete statement type with a choice of four or five options Seven types of multiple – choice items in the textbook; however, item types 2 & 3 are preferable because the options do not interrupt the flow of meaning in the sentence: these items present the entire sentence so that it can be read at a glance. (read page 34 – 39) Constructing multiple choice items Use samples of students own written work to provide the basis for the test items. Constructors of classroom tests and school achievement tests should take advantage of the types of errors made by students in their free composition and open-ended answers to questions. 2. . | Chapter 4: Tests of grammar & usage Heaton, . (1988). Writing English Language Tests. Longman multiple - choice items error recognition items rearrange items completion items transformation items items involving the changing of words ‘broken sentence’ items pairing and matching items combination items addition items 1. Multiple - choice items the incomplete statement type with a choice of four or five options Seven types of multiple – choice items in the textbook; however, item types 2 & 3 are preferable because the options do not interrupt the flow of meaning in the sentence: these items present the entire sentence so that it can be read at a glance. (read page 34 – 39) Constructing multiple choice items Use samples of students own written work to provide the basis for the test items. Constructors of classroom tests and school achievement tests should take advantage of the types of errors made by students in their free composition and open-ended answers to questions. 2. Constructing error recognition multiple-choice items Type 1: Each sentence contains 4 words or phrases underlined, marked A, B, C and D. Select the underlined word or phrase which is incorrect or unacceptable. (TOEIC &TOEFL) Type 2: Each sentence is divided into 4 parts by slashes (//). Each part is marked by A, B, C and D. This item type allows test writer to test errors caused by omission. In practice, this method doesn’t work well. (page 40) 3. Constructing rearrangement items taking several forms, the first of which to consider the multiple - choice type. useful to change from a multiple-choice item format to a format involving some actual writing Ss unscrambling sentences and writing out each sentence, putting the words in their correct order 4. Constructing completion items Careful constructed completion items useful means of testing a student’s ability to produce acceptable and appropriate forms of language These items measure production rather than recognition, testing the .
