Bài giảng Phương pháp kiểm tra và đánh giá học tập - Chapter 5: Testing vocabulary

Chapter 5: Testing vocabulary
Heaton, J.B. (1988). Writing English Language Tests. 
Longman
Testing vocabulary
I. Selection of items
II. Multiple choice items
III. Guidelines for constructing multiple
choice items
IV. Sets (associated words)
V. Matching items
VI. More objective items
VII. Completion items
I. Selection of items
 Tasks of a test constructor:
(1) to determine the degree to which 
concentrating on passive or active vocabulary
(2) to decide whether the items should be taken 
from spoken or written language
 Lexical items selected from: (i) the syllabus,
(ii) Sts’ textbook, (iii) Ss’ reading materials, (iv) 
and lexical errors from their free written work
II. Multiple choice items (A)
Choose the word which is nearest in the meaning 
to the word in italics
(1) The stem is replaced by the picture. 
(2) The stem consists of a definition.
(3) The stem consists of a lexical item (choose the 
best synonym or definition)
(4) The stem consists of a sentence. (Vocabulary 
tested in context as the context giving specific 
meaning and relevance to a word a 
situation should be as linguistically valid 
as possible 
II. Multiple choice items (B)
 more difficult to construct than those in 
group A
 too little context insufficient to establish 
any meaningful situation, but too much 
context many clues both grammatical and 
semantic
II. Multiple choice items (B)
(p. 56-57)
 The context: a dialogue; however, the 
provision of a context limits the test 
constructor to testing only the vocabulary 
associated with a particular topic.
 The choice between the use of single 
sentences and the use of paragraphs 
determined by the purpose of the test and 
the test writer’s own approach to 
communicative aspects of language learning. 
III. Guidelines for writing 
vocabulary items (1 & 2 )
(1) If the problem area being tested is 
located in the options, the stem 
should be kept simple (type 2). 
However, if the problem is included in 
the stem, the options themselves 
should be simple (type 3 &4). 
(2) Each option should belong to the 
same word class as the word in the 
stem
III. Guidelines for writing 
vocabulary items (3, 4 & 5) 
(3) The correct option and the distractors 
should be at approximately the same level of 
difficulty.
(4) There is some disagreement concerning the 
relationship of the options to the problems 
being tested. Some test writers argue that 
the options should be related to the same 
general topic or area, while others prefer as 
wide range of associations as possible. 
(5) All the options should be approximately the 
same length.
IV. Sets (associated words)
 Type 1: Recognition
One word in the list doesn’t belong to the others.
Circle the odd word in each list.
A. depart A. traffic A. hard-working
B. go away B. car B. disorganized
C. arrive C. bus C. creative
D. leave D. subway D. reliable
IV. Sets (associated words)con.
 Type 2: Production
Each group of words is related to a particular 
subject. Write down the particular subject which is 
connected with each group of word. 
A. potato chip A. listening to music A. garlic
B. hamburger B. playing sports B. salt
C. pizza C. watching TV C. 
pepper
D. fried chicken D. collecting stamps D. sugar
= fast food = hobbies = 
spices
V. Matching items (p.58-60)
 Type 1: testing lexical items from different 
word classes
 Type 2: testing verb tense forms
 Type 3: testing lexical items from the same 
world class
 Type 4: items based on a reading 
comprehension passage (the most useful 
type). Sts are given a list of words at the end 
of the passage and required to find words of 
similar or different meaning in the passage 
VI. More objective items
 Word formation items
e.g. (care) Be.. when you cross the 
road.
 Items involving synonyms
e.g. I came cross an interesting book. 
.found it by chance.. 
 Rearrange items e.g. ROLRY LORRY 
 Definitions: this type of item tests writing 
ability in addition to a knowledge of word 
meanings.
VII. Completion items
 Read a passage containing incomplete words; 
and write completed words.
e.g. Snakes are one of the (1) d-m-n--t groups 
of (2)r-pt----. (1) dominant (2) reptile
 Complete each blank (in conversation or 
passage) with the most appropriate word.
(Read more examples on page 62)