A Classroom-Based English Language Test

Running head: CLASSROOM-BASED ENGLISH LANGUAGE TEST 1
A Classroom-Based English Language Test
Monchi Liu and Xiayu Guo
Colorado State University

CLASSROOM-BASED ENGLISH LANGUAGE TEST 2
Introduction
This project focuses on assessing Chinese learners who intend to take the TOEFL test but
have problems on the vocabulary and reading sections. The language areas we have chosen to
focus on for our test development project are reading and vocabulary.
Reading is an important area for second language learners. It is a source of learning and
enjoyment. As for enjoyment, reading can relax learners and help them gain knowledge of the
world (Nation, 2009). As a source of learning, reading develops previously learned vocabulary
and grammar and helps learner learn new vocabulary and grammar. Reading is also important in
everyday life because learners understand how to produce and comprehend formally accurate
sentences in reading materials while reading (Bachman & Palmer, 1996). Assessing reading is as
important as learning reading. Reading assessment entails systematic sampling of reading
performance which are scored, and the scores are used to make judgement about learners’
reading ability (Koda, 2012). There are several reasons for why it is important to assessing
reading. They include assessing to: a) encourage learning, b) monitor progress and provide
feedback, c) diagnose problems, and d) measure proficiency (Nation, 2009, p.75). Moreover,
Grabe (2009) explains that assessment of reading proficiency is an important way to understand
students’ overall reading abilities and determine if they are appropriate prepared for further
learning.
An essential part of reading is being able to recognize written forms and connect them
with spoken forms and meanings. This involves recognizing known words and deciphering
unfamiliar words (Nation, 2009). Words are the basic building blocks of a language and we use
them to create sentences, paragraphs and texts. For nonnative speakers, the process of acquiring
vocabulary is demanding. Therefore, learners need to learn vocabulary systematically and

teachers need to assess students’ vocabulary to better conduct vocabulary teaching. Knowledge
of a word contains knowledge concerning its form, position, function and meaning. It is not the
case that a word is either known or unknown (Greidauns & Nienhuis, 2001). It should be
measured based on its form, meaning and use. Assessing vocabulary is understood to be a
process of testing learners’ knowledge of content words, not simply to find out whether they
know those words but to investigate the ability to use words in a general sense. For second
language learners, vocabulary assessment reveals the extent of the lexical gap they face in coping
with reading materials and undertaking communicative tasks in target language (Read, 2007).
The organization of this paper includes the description of the vocabulary and reading
tests, the participants/administration/scoring procedures, test results (statistics), and the
information that we can use to interpret the characteristics of the tests.

Description of the Test
This section contains seven parts. We are going to describe the test from the aspects of
purpose, type, score interpretation, TLU domain, construct definition, table of specifications and
test tasks. The words in vocabulary section are selected from the TOEFL vocabulary root and
associative memory method. This is a famous TOFEL vocabulary collection book. The purpose
of this book is to help Chinese students remember high-frequency words in TOEFL test or other
TOEFL level words.
Purpose of the test
We discuss the purpose of the test from inference, use and impact. Inference is
explanation of what we know and what we observe conclusions and predictions (Mislevy, 1995).
In the reading and vocabulary tests, we plan to make inference on students’ learning
strengths/weaknesses and learning stages, that is, the gap between what they learned and the
TOEFL test requirements, and what they need to improve to meet the requirements. Once we
decide the students’ proficiency level and learning condition, we can develop curriculum
appropriately. The use of the tests is to help students enlarge their vocabulary size and improve
their reading ability. Moreover, according to the test result, we identify students’ learning
difficulties and needs. It is important for us to facilitate them to get good scores. The impact is
related to test consequence and students’ performances in test. When we talk about impact, we
need to consider two questions: How can I use test positively with my student? How can I use
test results to inform instruction? Ideally, the tests we designed have positive washback. The
tests encourage students to study more or promote our instructions. For example, in reading test,
we find that many students make mistakes on Paraphrase tasks, we can think about our teaching:
maybe we need to give students enough practices about complex sentence structures in future
teaching. For students, they know they need to improve the ability to analyze sentence structures
and they can make efforts on it.
Type of test
The vocabulary and reading tests are diagnostic tests. Our tests aim to diagnose the
language that students need to develop, and our course should include. The tests are supposed to
offer detailed and subcategory information on the students (Abeywickrama & Brown, 2010). The
tests offer information about students’ acquisition of vocabulary meaning, locate information,
identify main idea, analyze sentence structures and coherence and organization of discourse.
Interpretation of Scores
The interpretation of scores is criterion-referenced. The tests describe performance
according to tasks. We do not compare scores for individuals and rank them. The tests identify
whether students have mastered a specified level of the reading and vocabulary. The cutscore is
60 points, and this score refer to students’ understanding of the sentences and discourse in tests.
TLU Domain
The Target Language Use (TLU) domain for the tests is connected to the TOEFL test and
academic use in their study. The reading discourses are in different subject matters that are from
Washington Post, New York Times and Science Time. These three newspapers are in the same
level with TOEFL reading section (ETS, 2014). By reading and analyzing these discourses, we
can test students’ understanding of reading section and their ability to read conceptually dense
texts. Also, these texts are from different academic disciplines such as chemistry, politics and
biology. We believe texts in these topics are useful for their future study in different majors. In
vocabulary test, we chose the high-frequency words in TOEFL Practice Online and TOEFL
authentic tests (Yu, 2009). It is not easy to assess vocabulary skill independently, so we put the
words in sentences. Students need to decipher the meanings of these sentences and select the best
answer.
Construct Definition
Grammatical (syntax and lexis) and textual knowledge (cohesion and organization) are
tested. We assess test takers’ syntax knowledge in form of complex sentences. The textual
knowledge is assessed in sentence-insertion task. Students are required to insert a sentence in a
paragraph. It assesses students’ understanding for the relationship among sentences (cohesion).
Moreover, students should familiarize the way of sequence of ideas (organization) in the reading
texts. The functional knowledge is assumed. Students use the language in the articles to extend
knowledge and create imaginary world, but it’s not assessed in the test. The sociolinguistic
function is not tested because in this test, we don’t have anything about genre, register, dialect
and cultural reference.
Description of Table of Specification
We design the Tables of Specifications (Appendix A) according to the vocabulary and
reading sections, respectively. The Tables of Specifications include tasks, the number of items
and the score percentage for each item.
Assessment Outcome for Vocabulary
• Multiple-Choice, Vocabulary Recall: Identify a definition of the word concept.
(knowledge)
• Multiple-Choice, Vocabulary Recognition: Recognize the concept that fits a given
description. (understanding)
• Vocabulary Matching: Match the concept. (application)

• Vocabulary Recognition and Vocabulary Recall: Differentiate between the two concepts.
(analysis)
Assessment Outcome for Reading
• Factual Information: recognize the main ideas and supporting details. (knowledge)
• Insertion, Vocabulary: Predict the information according to the coherence and
organization of context. (understanding/application)
• Vocabulary, Factual Information: Make inferences based on the context.
(application/analysis)
• Paraphrase: Analyze the complex sentence structures and rewrite sentences
(analysis/recreate)
Task number for each type of questions in the reading comprehension are shown below:
Vocabulary: 1, 4, 6, 9, 10, 16
Factual information: 2, 3, 7, 12, 14, 20
Insertion: 5, 8, 13, 17, 19, 22
Paraphrase: 11, 15, 18, 21, 23, 24
Description of Tasks
In vocabulary section, there are multiple-choice for word meaning, vocabulary matching,
vocabulary recognition in contexts and vocabulary recall in sentences. All of these tasks are
related to the word meaning. In reading section, there are 4 tasks: sentence-insertion, factual
information, paraphrase and vocabulary, and each task includes 6 items. These tasks assess
students’ ability to locate information, understand complex sentences and coherence in contexts.
Pilot Test Procedures
The participants are Chinese students who want to continue study in English-speaking
countries but have difficulties in vocabulary and reading sections in TOEFL test. In our
diagnostic test, there are vocabulary section and reading section. The vocabulary section contains
32 items and the reading section contains 24 items. The test lasts 100 minutes. Ideally, students
spend 40 minutes in the vocabulary section and 60 minutes in reading section.
As for scoring procedure, all items have only one correct answers. Students do not need
to elicit extended responses. In the vocabulary section, each item deserves 1 point in the
Multiple-choice and the Matching part. In the Vocabulary Recognition and the Vocabulary
Recall, each item respectively deserves 2.5 and 1.25 points. For the reading section, there are 2.5
points for each item. The cut score is 60.

References
Abeywickrama, P., & Brown, H.D. (2010). Language assessment: Principles and classroom
practices (2nd edition.). White Plains, NY: Pearson Education.
Brown, J.D. (1999). Standard error vs. Standard error of measurement. Shiken: JALT Testing &
Evaluation SIG Newsletter, 3 (1). p. 20-25.
®
ETS. (2011). TOEFL iBT Research Insight Series 1 Volume 3: Reliability and Comparability
of TOEFL iBT Scores. English Testing Service, p. 6. Retrieved from
https://www.ets.org/s/toefl/pdf/toefl_ibt_research_s1v3.pdf
ETS. (2014). A guide to understanding TOEFL iBT® scores. English Testing Service. Retrieved
from https://www.ets.org/Media/Tests/TOEFL/pdf/TOEFL_Perf_Feedback.pdf
Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and
technology, 41, 47.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge
University Press, 352-370.
Greidanus, T., & Nienhuis, L. (2001). Testing the quality of word knowledge in a second
language by means of word associations: Types of distractors and types of
associations. The Modern Language Journal, 85(4), 567-577.
Koda, K. (2012), Assessment of reading, from the EAL.
Mislevy, R. J. (1995). Evidence and inference in educational assessment. ETS Research Report
Series, 1995(1).
Nation. I. S. P. (2009). Teaching ESL/EFL Reading and Writing. New York, NY: Routledge.
Yu, M. (2009). TOEFL vocabulary root and associative memory method. Zhejiang Education
Publishing House.
Appendix A
Table of Specifications
Table of Specifications for Vocabulary Section

understand analyze # %
Text/Task knowledge application
information information items items
multiple-
5 0 5 0 10 10
choice
vocabulary
0 10 0 0 10 10
matching
vocabulary
0 0 2 2 4 10
recognition
vocabulary
4 0 0 4 8 10
recall
# items 9 10 7 6 32
% items 10 10 10 10 40
Table of Specifications for Reading Section

understand analyze # %
Text/Task knowledge application recreate
information information items items
factual
2 2 0 2 0 6 15
info
insertion 0 3 3 0 0 6 15
vocabulary 0 2 2 2 0 6 15
paraphrase 0 0 0 3 3 6 15
# items 2 7 5 7 3 24
% items 12 12 12 12 12 60
Appendix B
Score Reporting Form
Vocabulary Report
Score Reporting Form for Vocabulary
Level High (28-40) Intermediate (17-27) Low (0-16)
Test takers in the

HIGH level Test takers in the LOW
Test takers in the
understand the level understand only a
INTERMEDIATE level
meaning of few vocabulary, but the
understand the meaning of
vocabulary, know ability of low-frequency
most vocabulary, but the
how to use and academic
ability of application and
vocabulary in vocabulary is limited.
analysis is limited. Test
contexts and infer Test-takers who receive
takers who receive a score at
the word meaning. a score at the LOW
the INTERMEDIATE level
1. have a very good level typically:
typically:
understanding of 1. need to enlarge
1. understand most
academic, low- and vocabulary size in both
Performance vocabulary but have
high-frequency low- and high-frequency
difficulty on using
words. words
vocabulary in contexts.
2. have ability to 2. have limited ability to
2. have difficulty inferring
infer the word understand the meaning
the word meaning form the
meaning in texts of sentences.
contexts when the word is
even this word is 3. sometimes can
unfamiliar to them
unfamiliar to them understand the sentences
3. can partly understand the
3. have ability to but cannot differentiate
sentences and paragraphs if
use vocabulary in the words which looks
the paragraph is not
context and similar (e.g. deprive vs.
conceptually dense.
differentiate words derive)
in similar forms
Reading Report
Score Reporting Form for Reading
Level High (45-60) Intermediate (21-44) Low (0-20)
Test takers in the Test takers in the Test takers in the LOW
HIGH level INTERMEDIATE level level understand a part
understand understand academic texts, of academic texts, but
academic texts but the ability of the ability of vocabulary
regardless of the understanding a certain part or finding needed
difficulty of the is limited. Test takers who information is limited.
texts. Test takers receive a score at the Test-takers who receive
who receive a score INTERMEDIATE level a score at the LOW
at the HIGH level typically: level typically:
typically: 1. understand the majority of 1. need to enlarge
1. have a very good academic vocabulary but vocabulary size,
understanding of have difficulty on low- especially for academic
academic frequency vocabulary vocabulary.
Performance vocabulary and 2. understand the 2. have limited ability to
grammatical grammatical structures in understand and find
structures. most sentences necessary information,
2. can understand 3. can understand and have difficulty
and connect connect information and find recognizing paraphrases
information, find necessary information well, of text information and
necessary but have difficulty making analyze complex
information even inference when the texts are sentence structures.
the language is conceptually dense. 3. sometime can
complex. 4. understand the main ideas understand main ideas
3. can make and supporting ideas in texts and supporting ideas in
inference even the but have difficult doing so texts, but have difficulty
texts are when the texts are doing so when the texts
conceptually dense. conceptually dense. are little longer.
Appendix C
TLU Domain Characteristics
Vocabulary:
Language English
Channel reading
Specification of procedures and tasks multiple-choice, matching, vocabulary recall,
vocabulary recognition
Structures multiple-choice, matching
Time allotment 40 minutes
Reading:
Language English
Channel reading
Specification of procedures and tasks factual information, vocabulary, insertion,
Paraphrase
Structures multiple-choice
Time allotment 60 minutes
Input:
Vocabulary:
Channel reading
Form language
Language English
Length phrases and sentences
Type items
Degree of Speededness somewhat speeded
Vehicle reproduce
Reading
Channel reading
Form language
Language English
Length paragraphs
Type items
Degree of Speededness somewhat speeded
Vehicle reproduce
Expected response. In a language test, the expected response consists of the language
use or physical response we are attempting to elicit by instructions. The test takers do not always
understand the instructions or their actual response is not what was expected. The expected
response contains format, type of response and degree of speededness (Bachman & Palmer,
1996). There are 6 components in format.
Vocabulary section
Format
Channel visual
Form language
Language English
Length phrases, sentences
Type items
Degree of Speededness somewhat
Type of Response selected response
Reading section
Format
Channel visual
Form language
Language English
Length paragraphs
Type items
Type of Response selected response

Appendix D
The Actual Test
Given Name: _______________ Family Name: _______________
ID Number: _______________
TOEFL Test Training Program
Reading and Vocabulary Test
The purpose of this test is to help determine your level of reading proficiency and vocabulary
size.
There are 2 sections:
• Vocabulary
• Reading
This test will take approximately 100 minutes to complete. Your total score will be the
combination of section 1 & 2. These two sections worth 100 points. The cut-score for this
test is 60%.
Section 1: Vocabulary
This section tests your knowledge of vocabulary. Vocabulary questions ask you to identify the
meanings of words and phrases in the sentence, and you then choose a synonym form the answer
choices. A word might have more than one meaning, but you should understand its contextual
meaning and choose the answer choice closest in meaning to the word as it is used in the
sentence.
This section contains total four parts. The first and second part each includes 10 questions, the
third part includes 4 questions, and the fourth part includes 8 questions. Mark the best answer to
all 32 questions on your sheet. This section worth 40% of your total points.
This section will take 40 minutes.

PART 1: MULTIPLE-CHOICE (10 minutes)
1.1 Directions: Based on the context, choose one word with the closest meaning to each bolded
word or phrase. Each item worth 1 point.
1. A country cannot thrive without the support of economy and technology.

a. transmit b. split c. retreat d. succeed
2. I am tried these days and I need to go to somewhere quiet. Maybe the fresh air and rustic
atmosphere in countryside would comfort me.
a. provincial b. rough c. poor d. ornament
3. I nominate Anna as our new president in the organization.

a. name b. invite c. flock d. discrete
4. His certificate is dubious because he knows nothing about this field when the manager
asks him.
a. doubtful b. acquaint c. errand d. inclusive
5. Can you modulate your voice? He is sleeping.

a. adjust b. magnify c. obstruct d. neutral
6. The incentive for this phenomenon is not purely financial.

a. outcome b. motivation c. occasion d. rudiment
7. We cannot give up in this situation. It is so close to our ultimate goal.

a. stable b. intimate c. tactic d. final
8. The war does not resemble computer games.

a. evoke b. generate c. favor d. hurl
9. The plants imbibe moisture through the roots.

a. absorb b. imply c. leak d. offense
10. A raccoon got into the trash and now there is a gigantic mess in our backyard (Retrieved
from: https://www.merriam-webster.com/dictionary/gigantic).
a. harmony b. enormous c. impressive d. innocent
PART 2: VOCABULARY MATCHING (10 minutes)
1.2 Directions: Match each word with the correct definition. Each word and definition will be
matched only once. Each item that matches correctly worth 1 point.
1. devastation • • a. imaginary and not real
2. astonishing • • b. establish after a calculation
3. determinedly • • c. instinctive
4. glacial • • d. incapable of bending
5. intuitive • • e. being decayed or destroyed
6. fictive • • f. food that will decay rapidly
7. artisan • • g. surprising greatly
8. rigid • • h. extremely cold
9. embolism • • i. craftsman
10. perishable • • j. an insertion into a calendar

PART 3: VOCABULARY RECOGNITION IN CONTEXT (10 minutes)
1.3 Directions: Read the passage, choose the word with the closest meaning to each bolded word
based on the context. Each item worth 2.5 points.
Paragraph 1
The move of the U.S. President helped China to snatch the spotlight regarding the fight
against the global warming. Interestingly, it might be a coincidence that Beijing hosted the
international conference on the clean energy days after the U.S. President's announcement.
The announcement helped China to produce the floating solar farm as a step to keep its
commitment to accelerate the use of the renewable energies.
(This paragraph is retrieved from

http://www.sciencetimes.com/articles/16956/20170612/floating-solar-farm-in-china-unveils-
the-countrys-aim-to-acquire-clean-energy.htm)
1. The word coincidence in the passage is closest in meaning to
a. accordance
b. perspective
c. sequence
d. extinction
2. The word accelerate in the passage is closest in meaning to
a. repeat
b. announce
c. decrease
d. improve
Paragraph 2
Gorski adds that the harnessing of Blue energy from these waters could deliver 40 percent of
the world's power requirement. Two available methods of energy capture parallel to this
energy generation project available are pressure retarded osmosis and the reverse
electrodialysis. These two famous methods are not so successful in the attempt to harness the
generated energy.

http://www.sciencetimes.com/articles/16235/20170529/blue-energy-harnessing-generated-
where-river-water-meets-sea-potential.htm)
3. The word harnessing in the passage is closest in meaning to
a. exploring
b. controlling
c. damaging
d. scrambling
4. The word retarded in the passage is closest in meaning to
a. perform
b. increase
c. impede
d. eliminate
PART 4: VOCABULARY RECALL (10 minutes)
1.4 Directions: Read the sentences, select an appropriate word for each sentence according to
the context meaning. Each item worth 1.25 points.
1. Fiber-optic can carry hundreds of phone conversations ______.
a. simultaneously b. spontaneously c. homogeneously d. contemporarily
2. No one can function properly if they are ________ of adequate sleep.
a. deprived b. ripped c. stripped d. contrived
3. The water pollution is the most serious problem here. The reddish color of suburban
water by no means suggests _______ conditions.
a. unsanitary b. miserable c. startling d. dangerous
4. The British rulers indicated Americans for illegally shipping goods in non-British vessels,
only to have local juries __________ the accused.
a. admit b. honor c. clear d. acquit
5. The camel burgers have met with enthusiasm because the camel is a symbol of _______
traditions in the country.
a. primitive b. searching c. nomadic d. industrious
6. As a result of discovery, today some people will see a _______ notification at the top of
Google web search results.
a. dangerous b. prominent c. flattened d. clean
7. Wet pavements soon dry when there is wind or sunshine to _________ the water.
a. collect b. transport c. condense d. evaporate
8. There is a ______ of a building, a few shattered walls stood up like rocks above the
expanse of flame.
a. region b. origin c. remnant d. point

Section 2: Reading
This section tests your reading comprehension skill. Reading comprehension questions include:
vocabulary, factual information, insertion, and paraphrase. The objectives of this section are to
identify individual words, factual information and essential sentences. There are 6 questions for
each category.
In this section you will read fifteen passages and answer reading comprehension questions about
each passage. Each question worth 2.5 points. This section worth 60% of your total points.
You will have 60 minutes to read all of the passages and answer the questions.
PART 1: READING COMPREHENSION (60 minutes)
Directions: Read the passages and answer the following questions. Each item worth 2.5 points.
Paragraph 1
Dr. Jubilado first encountered the Bajau while growing up on Samal Island in the Philippines.
They made a living as divers, spearfishing or harvesting shellfish.
“We were so fascinated that they could stay underwater much longer than us local islanders,” Dr.
Jubilado said. “I could see them literally walking under the sea.”
Even as anthropologists study Bajau culture, biologists have grown curious about them, too.
Bajau divers been observed plunging more than 200 feet underwater, their only protection a pair
of wooden goggles — a physiological marvel.
1. The word “fascinated” in the passage is closest in meaning to
a. crazy
b. logical
c. miserable
d. optimal
2. Why are biologists interested in Bajau culture?
a. Bajau divers are living like shellfish.
b. Bajau divers can walk under the sea for longer time.
c. Bajau divers are only protected by wooden goggles in deep water.
d. The research of Bajau culture is popular in anthropology field.
Paragraph 2
When people plunge into water, they respond with the so-called diving reflex: the heart rate
slows and blood vessels constrict as a way to shunt blood to vital organs. The spleen also
contracts, squirting a supply of oxygen-rich red blood cells into the circulation.
All mammals have a diving reflex, but marine mammals like seals have a particularly strong one.
Scientists suspect that the reflex helps them dive deeper — as it turns out, seals with bigger
spleens can dive deepest. An enlarged spleen seems to function like a bigger scuba tank.
Dr. Ilardo scanned the abdomens of the Bajau villagers and then traveled about 15 miles inland
to a village occupied by farmers known as the Saluan. She scanned them, too.
When Dr. Ilardo compared scans from the two villages, she found a stark difference. The Bajau
had spleens about 50 percent bigger on average than those of the Saluan.
(Paragraph 1&2 are retrieved from https://www.nytimes.com/2018/04/19/science/bajau-
evolution-ocean-
diving.html?rref=collection%2Fsectioncollection%2Fscience&action=click&contentCollection=
science&region=rank&module=package&version=highlights&contentPlacement=2&pgtype=sec
tionfront)
3. According to the paragraphs below, which statement is correct about diving reflex?
a. The spleen spouts out a substance to support the healthy red blood cells.
b. The heart rate makes blood flow to vital organs.
c. All mammals have strong diving reflex that is helpful when they dive deeper.
d. The organs constrict blood vessels and heart rate.
4. The word “stark” in the passage is closest in meaning to
a. refreshing
b. negative
c. opaque
d. obvious
Paragraph 3
A recent study reports that people probably ingest a huge number of plastic microparticles every
year from the tap water. ■ Collected samples from 14 countries suggested this fact.
Several previous findings already hinted that plastic particles absorb and also release the
potentially harmful bacteria and chemicals. ■ During the study researchers analyzed samples of
159 tap water and 83 percent of it explored the existence of the plastic particles. A report
compiled by the Orb Media suggested this fact.
The report is entitled as "Invisibles: The plastic inside us". ■ Researchers from the State
University of New York and the University of Minnesota conducted the test. The research team
opines that much research mainly paid attention to the plastic pollution of rivers, air, lakes, the
ocean. On the other hand, sufficient attention has not paid to the presence of the plastic
microparticles in the human consumables. ■
(This paragraph is retrieved from http://www.sciencetimes.com/articles/17835/20170908/plastic-
particles-probable-presence-in-tap-water-revealed-by-a-recent-study.htm)
5. Look at the four squares ■ indicate where the following sentence could be added to the
passage.
Now, the recent study pointed out that people ingest plastic microparticles between
3,000 to 4,000 every year through tap water.

Where would the sentence best fit?
Circle on a square [■] to add the sentence to the passage
6. The word “compiled” is closest in meaning to
a. Edited
b. Accumulated
c. Repeated
d. labeled
Paragraph 4
Scientists discovered that a specific gene, which was found last year and inducing resistance to
the last resort antibiotics has spread further than previously anticipated. ■
Since the mcr-1 gene was detected for the first time in 2011, researchers found the presence of
this gene in a strain of e-Coli bacteria found in pigs almost two years ago in China. The gene has
also been found in many strains of bacteria and promoted a resistance to colistin, dubbed as the
last resort antibiotics. ■Currently, the gene has been found in many strains of bacteria around the
world at an alarming rate, as reported in many presentations during the Microbe 2017, an annual
meeting for the American Society for Microbiologists in New Orleans from June 1 to 5.
In some places, according to Scientific American, nearly 100 percent of farm animals carries the
mcr-1 gene. ■An antibiotic researcher at the George Washington University, Lance Price said
that the spread of mcr-1 has shown how the use of antibiotics on farms can lead to resistance in
human infections. ■
(This paragraph is retrieved from http://www.sciencetimes.com/articles/17149/20170616/genes-
resistance-last-resort-antibiotics-spreads-further-prediction.htm)
7. Which statement is correct about mcr-1 gene?

a. Almost every farm animal carries the mcr-1 gene.
b. The mcr-1 gene is found recently and it can resist antibiotics.
c. The spread of mcr-1 gene can prevent the human infectious disease.
d. Chinese found mcr-1 gene in pigs 2 years ago.
passage. (A)
The latest findings show the mcr-1 gene that can resist the last resort antibiotics of
colistin has spread worldwide.
Circle on a square [■] to add the sentence to the passage.
Paragraph 5
For a few decades after World War II, California seemed a showcase of what America could and
would become. From Hollywood, Disneyland and the Beach Boys’ surf cities, its pop culture
radiated eastward across the continent, and beyond. Its freeways and sprawling suburbs seemed
to represent the new American residential model. Its ambitions for public parks and education
were stupendous. Within a five-year early-1960s span during the sun-king administration of Gov.
Pat Brown, father of the current Gov. Jerry Brown, the University of California system opened
three new campuses: at San Diego, Irvine and Santa Cruz, all now major research centers.
In its promise of fresh starts and new opportunities, California was to the rest of the country what
America, in its best version, was to the world. The booming economy, sunny (and not yet smog-
drenched) skies, and shiny new schools and roads drew millions of new residents to the state
after World War II (including my own parents, who moved from suburban Philadelphia, where
they grew up, to the Inland Empire of Southern California, where they raised my siblings and
me). Kevin Starr, who as state librarian became California’s most influential chronicler, signaled
the state’s symbolic role by calling his multivolume history “Americans and the California
Dream.”
(This paragraph is retrieved from https://www.nytimes.com/2018/04/23/books/review/state-of-
resistance-manuel-
pastor.html?rref=collection%2Fsectioncollection%2Fbooks&action=click&contentCollection=b
ooks&region=rank&module=package&version=highlights&contentPlacement=1&pgtype=sectio
nfront)
9. The word “radiated” is closest in meaning to
a. eclipse
b. adopt
c. broadcast
d. linger
10. The word “stupendous” is closest in meaning to
a. tremendous
b. gregarious
c. feasible
d. cardinal
11. Which sentence best expresses the meaning of the underlined sentence?
a. California is the best city in the world because it has new starts and opportunities.
b. California is regarded as a symbol of new atmosphere in American, even sometimes
in the world.
c. California is an example for other cities in America because it represents the spirit of
new cities.
d. To other cities in America, California is famous in the world because of the economy
and environment.
Paragraph 6
PRO, the most common system, selectively allows water to transport through a semi-permeable
membrane, while rejecting salt. The osmotic pressure created from this process is then converted
into energy by turning turbines.
"PRO is so far the best technology in terms of how much energy you can get out," Gorski said.
"But the main problem with PRO is that the membranes that transport the water through foul,
meaning that bacteria grows on them or particles get stuck on their surfaces, and they no longer
transport water through them." ■ In addition, PRO doesn't have the ability to withstand the
necessary pressures of super-salty waters.
The second technology, RED, uses an electrochemical gradient to develop voltages across ion-
exchange membranes.
"Ion-exchange membranes only allow either positively charged ions to move through them or
negatively charged ions, ■ " Gorski explained. "So only the dissolved salt is going through, and
not the water itself."
Here, the energy is created when chloride or sodium ions are kept from crossing ion-exchange
membranes as a result of selective ion transport. ■Ion-exchange membranes don't require water
to flow through them, so they don't foul as easily as the membranes used in PRO; however, the
problem with RED is that it doesn't have the ability to produce large amounts of power.■
12. Which statement is correct about the lon-exchange membranes?
a. They are media for developing electronic tension which the RED technology uses.
b. They cannot live in the super-salty waters because they are very small.
c. They can generate much power in RED technology.
d. Only the dissolve salt can go through them because they don’t need water.
passage. (A)
This occurs because the holes in the membranes are incredibly small, so they
become blocked easily.
Paragraph 7
A team of researchers from Cockrell School of Engineering at the University of Texas at
Austin has discovered a new and efficient technique to clean the water from oil contaminant. The
team utilized magnetic nanoparticles in a simple process from the electrostatic force and magnet.
The lead author for the research is a research associate in the Center For Petroleum And
Geosystems Engineering at Austin, Saebom Ko.
“This new technique is really aimed at removing that little bit of oil in that water that needs to be
removed," Ko said about his method of using magnetic nanoparticles to clean the water. "The
small oil droplets that attach to the nanoparticles are much more quickly separated from water
than traditional physical separation processes."

Ko and his colleagues have published the result of his magnetic nanoparticles research in Journal
of Nanoparticle Research vol. 19/132. The paper is titled "Amine Functionalized Magnetic
Nanoparticles for Removal of Oil Droplets From Produced Water and Accelerated Magnetic
Separation."
http://www.sciencetimes.com/articles/16903/20170609/scientists-discover-magnetic-
nanoparticles-separate-oil-water-better-conventional-method.htm)
14. According to the paragraphs, which statement is correct about the technique of cleaning
water from oil contaminant?
a. Ko developed this new technique which is using magnetic nanoparticles to clean the
water.
b. Ko and his colleges published this technique in Journal of Nanoparticle Research.
c. The purpose of this technique is to make oil drop that attach to the nanoparticles are
easily to be separated.
d. This technique is based on magnetic nanoparticles and electrostatic force and magnet.
Paragraph 8
The White House rallied around Ronny L. Jackson’s nomination to lead the Department of
Veterans Affairs late Tuesday as the president’s former doctor was besieged by complaints that
he improperly dispensed drugs, created a hostile workplace and became intoxicated on duty.
The administration’s decision to fight on in defense of the nomination came hours after President
Trump publicly suggested that Jackson should consider pulling out because of the “abuse” he
was facing. But by late afternoon, Trump huddled with Jackson, and White House aides vowed
to fight the charges.
“I don’t want to put a man through a process like this,” Trump had said earlier when asked about
Jackson’s nomination during a joint news conference with French President Emmanuel Macron.
“It’s too ugly, and it’s too disgusting.”
(Retrieved from https://www.washingtonpost.com/politics/white-house-stands-by-embattled-
nominee-to-lead-veterans-affairs/2018/04/24/3013860e-47a6-11e8-9072-
f6d4bc32f223_story.html?noredirect=on&utm_term=.3e9ccc60ad2a)
15. Which sentence best expresses the meaning of the underlined sentence?
a. Before the administration decided to fight against the nomination, President Trump
claimed that Jackson should pull out due to the “abuse” situation.
b. The administration’s decision in defense of the nomination because President Trump
wants Jackson to pull out.
c. President Trump suggested to fight against the nomination because of the “abuse”
that Jackson was facing.
d. The administration decides to fight on in defense of the “abuse” that Jackson was
facing which President Trump suggested.
16. The word “hostile” is closest in meaning to
a. mundane
b. deciduous
c. adverse
d. external
Paragraph 9
A recent study has found the existence of the antidepressant drugs in the fishes of Niagara River.
■The researchers have traced the antidepressant drugs in the brains of the fishes that are flogging
in the famous Niagara River. Scientists from the University at Buffalo, Buffalo State, Khon Kaen
University, and the Ramkhamhaeng University conducted the research study. The study is
available in the Environmental Science & Technology.
During the study, the researchers found the concentration of the metabolized remnants and active
ingredients of some antidepressant drugs in ten fish species. ■These drugs include Sarafem,
Prozac, Celexa, and Zoloft. The important fact is these drugs are mainly visible in the
prescriptions in North America.
The Chemistry professor at the University at Buffalo, Diana Aga, states that the said drugs are
traced in the human urine. The wastewater treatment facilities in the U.S. focus on destroying the
bacteria but don't remove the drugs. ■ According to Diana Aga, the antidepressant drugs could
hurt the fish behavior. Several research teams have already reported that the antidepressants
could affect the survival instincts and feeding behavior of the fishes. ■
(Retrieved from http://www.sciencetimes.com/articles/17834/20170905/antidepressant-drugs-
traced-in-niagara-river-fish-a-research-study-revealed.htm)
passage. (A)
This important revelation indicates the increasing use of the antidepressants among
the Americans.

Paragraph 10
Facebook's mishandling of its users’ personal information prompted stiff penalties from the U.S.
government in 2011 — including a requirement that the social giant submit to regular privacy
checkups for the next two decades.
However, Facebook got to handpick its own reviewers, global accounting firm PwC, which
didn’t appear to catch marketers, political consultants and malicious actors as they tapped public
and private profile data on Facebook without users’ permission or knowledge, even years after
the social giant’s first major privacy mishap.
18. Which sentence best expresses the meaning of underlined sentences?
a. Facebook was punished by the U.S. government in 2011 due to it required the social
giant checkups.
b. Facebook required the users to submit the social giant for checkups but used the
privacy inappropriately so it was punished by the U.S. government.
c. The privacy checkups in Facebook resulted in the penalties from the U.S. government
in 2011.
d. The U.S. government punished Facebook because it required users’ social giants and
mishandled the users’ privacy for 2 decades.
Paragraph 11
TWO years ago, a group of elders in this village in north-western Uganda agreed to lend their
land to refugees from South Sudan. About 120,000 are now in the surrounding area. ■ Here they
live in tarpaulin shelters and mud-brick huts on a patch of scrub where cows once grazed. Kemis
Butele, a gravel-voiced Ugandan elder, explains that hosting refugees is a way for a remote
place, long neglected by the central government, to get noticed. He hopes for new schools,
clinics and a decent road—and “that our children can get jobs”.
■Nearly 90% reside in poor countries. In many, to preserve jobs for natives, governments bar
refugees from working in the formal economy. Uganda has shown how a different approach can
reap dividends. ■The government gives refugees land plots and lets them work. In some places,
the refugees boost local businesses and act as a magnet for foreign aid. Mr Butele and many
other Ugandans see their new neighbours as a benefit, not a burden. Sadly, such attitudes are still
the exception.
Uganda hosts more than 1m South Sudanese refugees, in unfenced “settlements” across hundreds
of square miles in the north. ■Most came after the collapse of a peace deal in July 2016. Hilda
walked for two weeks, carrying her four-year-old son. “If those Dinkas get you on the road, they
will kill you,” she says, referring to the president’s ethnic group. This is the third time she has
found refuge in Uganda.
(Retrieved from https://economist.com/news/international/21740725-successes-and-failures-
ugandas-liberal-refugee-policy-have-lessons)
passage. (B)
There are more than 20m refugees in the world today, more than at any time since
the end of the second world war.

20. According to the paragraphs above, which statement is NOT correct about refugees?
a. Most refugees live in Uganda and they get job opportunities which are provided by
government.
b. The refugees reside in remote areas and the central government ignores their living
condition for a long time.
c. Many South Sudanese refugees lives in Uganda after the July 2016.
d. In some place, the refugees attract foreign aid and boost local business.
Paragraph 12
Republicans complain that Democrats have drawn out debate on even the least-controversial
nominees, just for the sake of delay and, they contend, to deny Majority Leader Mitch
McConnell (R-Ky.) the time needed to put actual legislation on the Senate floor. “It’s not about
vetting; this was just about slowing things down,” said Sen. James Lankford (R-Okla.), who is
leading the effort to cut down the time allotted for some nominees to federal agencies and courts.
But this move comes just as President Trump has sent a pair of controversial nominees to the
Senate, to run the CIA and the Department of Veterans Affairs, raising questions about how well
the picks were vetted. This has been a perfectly timed gift to Democrats, who point to these
choices as a reason to take as much time as possible, not less, to review Trump’s selections.
(Retrieved from https://www.washingtonpost.com/powerpost/in-senate-nomination-wars-no-
retreat-no-compromise/2018/04/24/7ff7a82a-4801-11e8-9072-
f6d4bc32f223_story.html?utm_term=.c795229abfb6)
21. Which sentences best expresses the meaning of underlined sentence?
a. The Democrats received a timed gift for vetting Trump’s selection which needed
much time because of these choices.
b. The Democrats needed time to review Trump’s selection because they received a
timed gift.
c. Trump gave the democrats a timed gift which makes them have more time to review
the Senate selections.
d. The Senate selections needs much time to review by the Democrats.
Paragraph 13
In the study of chemical reaction for decades, scientists used the cold-beam experiment to study
cold molecules. ■ In order to achieve the cold molecules, scientists use "skimmer," a tiny cone
shape tools to create a cold beam of flying atoms and molecules. Unfortunately, the skimmers
produce a shockwave in the quantum beam that reduces the number of particles that can be sent
into the beam. ■
This limitation as a result of shockwave in the quantum beam can now be reduced with the latest
research from Professor Edvardas Narevicius and his team, which has been published in
the Science Advance Journal vol. 3/3.■The lead author of the paper is Professor Narevicius'
student Yair Segev, an expert in aerospace technology and physics.
■ “This was a perfect problem for my student, Yair Segev,” Professor Narevicius said regarding
the problem of shockwave in the quantum beam. “Researchers have not known how to overcome
this limit, placing many interesting experiments beyond reach."

(Retrieved from http://www.sciencetimes.com/articles/16854/20170608/quantum-beam-
experiment-shows-shock-waves-molecular-suppressed-cold-skimmers.htm)
passage. (C)
Professor Narevicius used the aeronautic engineering principle to overcome the
shockwave problem.
Paragraph 14
Santanella's finding of the water molecule transition in space is the first time in history because
most of the water in space takes form in either a vapor form or ice mantles in the interstellar dust
grains. The very low density in interstellar space has inhibited the water to take form into its
liquid form. Santaella discovered the water molecule transition in space from the Atacama Large
Millimeter Array (ALMA) in Chile.
(Retrieved from http://www.sciencetimes.com/articles/17033/20170613/water-detected-space-
astrophysicist-found-molecule-transition.htm)
23. Which sentence best expresses the underlined sentence?
a. Santanelle has a new founding that the water molecule can switch in space because
most of the water evaporates or freezes in the interstellar dust grains.

b. Santanelle found that the water molecule can transit in space because the water either
becomes vapor or ice mantles in the interstellar dust grains.
c. Santanella is the first person who knew that the water in space is either a vapor or ice
mantles because it can transit in space.
d. Santanella finds that the water molecule transition is like most of the water in space
takes form in either a vapor form or ice mantles.
Paragraph 15
Prior to the invention, scaling down the memory cells to a nanoscale levels has become
challenges for scientists to create a supercomputer that can compute really fast without heat
dissipation. This nanowire memory cell has given the change for a supercomputer to become
faster and more powerful. It also provides a more stable memory compared to other proposed
devices.
(Retrieved from http://www.sciencetimes.com/articles/17153/20170616/nanowire-memory-cells-
discovered-superconducting-computer.htm)
24. Which sentence best expresses the underlined sentence?
a. Before the invention, scientists found it difficult to scale down the memory cells to a
nanoscale levels when they wanted to create a supercomputer that can work fast
without wasting heat.
b. Scaling down the memory cells helps scientists to create a fast supercomputer which
saves heat prior to the invention.

c. Prior to the invention, the supercomputer can scale down the memory cells to increase
the speed without heat dissipation.
d. Prior to the invention, how to increase the speed of a supercomputer becomes a big
challenge because scientists cannot scale down the memory cells to a nanoscale
levels.
Appendix E
Vocabulary
Part 1: 1. D, 2. A, 3. A, 4. A, 5. A, 6. B, 7. D, 8. C, 9. A, 10. B
Part 2: 1. e, 2. g, 3. b, 4. h, 5. c, 6. a, 7. i, 8. d, 9. j, 10. F
Part 3: 1. A, 2. D, 3. B, 4. C
Part 4: 1. A, 2. A, 3. A, 4. D, 5. C, 6. B, 7. D, 8. C
Reading
ACADB AAACA BAADA CABBA ACAA

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Running head: CLASSROOM-BASED ENGLISH LANGUAGE TEST 1

A Classroom-Based English Language Test

Monchi Liu and Xiayu Guo

Colorado State University

important as learning reading. Reading assessment entails systematic sampling of reading

vocabulary is demanding. Therefore, learners need to learn vocabulary systematically and

tests, the participants/administration/scoring procedures, test results (statistics), and the

information that we can use to interpret the characteristics of the tests.

Description of the Test

TOEFL level words.

Purpose of the test

and they can make efforts on it.

The interpretation of scores is criterion-referenced. The tests describe performance

knowledge is assessed in sentence-insertion task. Students are required to insert a sentence in a

and cultural reference.

Description of Table of Specification

We design the Tables of Specifications (Appendix A) according to the vocabulary and

and the score percentage for each item.

Assessment Outcome for Vocabulary

• Multiple-Choice, Vocabulary Recall: Identify a definition of the word concept.

• Multiple-Choice, Vocabulary Recognition: Recognize the concept that fits a given

• Vocabulary Matching: Match the concept. (application)

Assessment Outcome for Reading

• Insertion, Vocabulary: Predict the information according to the coherence and

organization of context. (understanding/application)

• Vocabulary, Factual Information: Make inferences based on the context.

• Paraphrase: Analyze the complex sentence structures and rewrite sentences

Factual information: 2, 3, 7, 12, 14, 20

Insertion: 5, 8, 13, 17, 19, 22

Paraphrase: 11, 15, 18, 21, 23, 24

Pilot Test Procedures

spend 40 minutes in the vocabulary section and 60 minutes in reading section.

points for each item. The cut score is 60.

practices (2nd edition.). White Plains, NY: Pearson Education.

Evaluation SIG Newsletter, 3 (1). p. 20-25.

of TOEFL iBT Scores. English Testing Service, p. 6. Retrieved from

Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and

technology, 41, 47.

University Press, 352-370.

language by means of word associations: Types of distractors and types of

associations. The Modern Language Journal, 85(4), 567-577.

Koda, K. (2012), Assessment of reading, from the EAL.

Table of Specifications for Vocabulary Section

Table of Specifications for Reading Section

Score Reporting Form

Score Reporting Form for Vocabulary

Level High (28-40) Intermediate (17-27) Low (0-16)

Test takers in the

Score Reporting Form for Reading

Level High (45-60) Intermediate (21-44) Low (0-20)

TLU Domain Characteristics

Specification of procedures and tasks multiple-choice, matching, vocabulary recall,

Structures multiple-choice, matching

Time allotment 40 minutes

Specification of procedures and tasks factual information, vocabulary, insertion,

Time allotment 60 minutes

Length phrases and sentences

Degree of Speededness somewhat speeded

Degree of Speededness somewhat speeded

1996). There are 6 components in format.

Length phrases, sentences

Degree of Speededness somewhat

Type of Response selected response

Given Name: _ Family Name: _