CHARACTERISTIC OF A GOOD TEST By: Arya (Dosendoktor) 3.1 RELIABILITY a.

The meaning of reliability: the stability of test score b. Types of Estimates of reliability c. Estimating the reliability of speeded test: The items are comparatively easy but the time limits are so short. d. The question of satisfactory reliability: Quotient 1.00 = perfectly reliable e. The standard error measurement: An obtained score on any test consist of the true score plus a certain amount of test error f. Final remarks about reliability: reliability refers purely and simply to the precision 3.2 VALIDITY a. Content validity: to measure mastery of a specific skill or the content of a particular course of study b. Empirical validity: of teo general kinds, predictive and concurrent validity depending on whether test scores are correlated with subsequent or concurrent criterion measures c. Face validity: never be permitted to take the place of empirical validation or of the kind of authority analysis of content referred to above. 3.3 PRACTICALITY a. Economy b. Ease of administration and scoring c. Ease of interpretation PREPARING THE CLASSROOM TEST 4.1 COURSE OBJECTIVES 4.1.1 Long range goal: to enable the students to use the new language for communication 4.1.2 Short range performances objectives: precise description of what students should be able to do as the result. Divided into: Formal performance objectives and open- ended or expressive performance objectives 4.1.3 Classification of language goals and objectives a. The vallete- Dissick Taxonomy b. The river model 4.1.4 Matching goals and item types 4.1.5 Selecting unit objectives: the four steps are: 1) determining the linguistic content of the unit. 2) Determining how the students are to demonstrate mastery of the linguistic content. 3) Setting communication goals. 4) Matching the sample test items against the taxonomy. 4.2 CONSTRUCTING THE TEST 4.2.1 Setting the test sequence 4.2.2 Outlining the course content 4.2.3 Writing the items 4.2.4 Planning the scoring system 4.2.5 Test construction in multi section courses A. rotation responsibility B. Small Committee C. One examiner with released time 4.3 THE MULTIPLE CHOICE ANSWER SHEET The box at the top of each column allows the students to make a note of additional instruction 4.4 THE ITEM FILE The choice of format for the item file: A. The card format: Each question or item is typed on a file card or piece of paper B. Typing- paper format: each item or set of items is entered on a separate sheet of paper