Quiz For Language Testing Pbi - A, B, And C Classes- Uin Sunan Ampel Surabaya

In a TOEFL listening test, the elicitation is oral, and the response is written. This means that the test taker will listen to a spoken prompt or question and then write their response. This format allows the test to assess the test taker's ability to understand spoken English and their written communication skills.

The micro-skill of distinguishing between literal and implied meanings is not a part of listening. This skill falls more under the category of reading or interpreting written text, as it requires understanding the context and subtext of the words. Listening primarily focuses on understanding spoken words and extracting meaning from the auditory input.

In a dictation test, the tester usually reads the text three times. This allows the test takers to listen to the text multiple times, enabling them to better understand and accurately transcribe the content. By listening to the text three times, test takers have a higher chance of capturing the correct words and spelling, resulting in a more accurate dictation.

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In a grammar test, the elicitation is written and the response is also written. This means that the questions or prompts given to the test taker are in written form, and the test taker is expected to provide their answers in written form as well. This format allows for the assessment of the test taker's understanding of grammar rules, sentence structure, and written communication skills.

Determining the purpose of a test, the objectives of the test, and the test specifications is important in order to ensure that the test is valid. Validity refers to the extent to which a test measures what it is intended to measure. By clearly defining the purpose, objectives, and specifications of the test, it becomes possible to design and implement a test that accurately assesses the intended skills or knowledge. This helps to ensure that the test results are meaningful and useful for making decisions or evaluations.

Achievement tests are designed to measure the level of knowledge and skills that students have acquired in a specific subject or curriculum. These tests assess how well students have mastered the content and concepts taught in the curriculum. They provide a measure of a student's achievement and can be used to evaluate the effectiveness of the curriculum and instructional methods.

The correct answer is placement test, diagnostic test, and achievement test. As a teacher, you would likely design these three types of tests to assess the abilities and knowledge of your students. A placement test helps determine the appropriate level or class for each student. A diagnostic test helps identify specific areas of strengths and weaknesses in a student's knowledge or skills. An achievement test measures the overall learning outcomes and achievements of students. By designing and administering these three tests, a teacher can gather comprehensive information about their students' abilities and tailor their instruction accordingly.

The correct answer is "the weight of the sections reflects the objectives' emphases." This means that when planning the scoring of the test, it is important to assign weights to different sections based on the importance and emphasis of the objectives. This ensures that the scoring accurately reflects the objectives of the test and gives appropriate weightage to each section.

An intensive listening task typically involves focusing on specific details or specific aspects of language. Information transfer, recognition of morphology, stress pattern recognition, and paraphrase recognition all require active listening and understanding of specific linguistic elements. However, information transfer can be considered as an extensive listening task as it involves understanding and transferring information from a listening source to a written or spoken form. Therefore, information transfer is not an intensive listening task.

LAT assesses the test-takers' ability to study a language, focusing on their potential to learn and improve their language skills. On the other hand, PT evaluates the overall language ability of the test-takers, taking into account their proficiency in the four language skills (reading, writing, speaking, listening). While LAT identifies areas that need improvement, PT provides a comprehensive assessment of the test-takers' language proficiency at the end of the semester.

The correct answer is "but multiple-choice items are easier to score than open-ended questions." This is because open-ended questions require subjective evaluation and scoring, whereas multiple-choice items can be easily scored objectively by comparing the chosen option with the correct answer.

The correct answer is "be simpler and more straightforward than large-scale standardized tests." This is because the passage states that Brown suggests that classroom test specifications should be simpler and more straightforward than large-scale standardized tests. This implies that the specifications for classroom tests should be easier to understand and more direct compared to the specifications for large-scale standardized tests.

The objective "To be able to use a/an correctly in speaking" is a clear and unambiguous objective because it specifies a specific skill that students should be able to demonstrate. It is measurable and can be assessed to determine if students have achieved the objective. The other options are more general and do not provide a clear focus on a specific skill or outcome.

To ensure that a Listening Cloze test is not just a reading comprehension test, it is important to delete the words that cannot be easily predicted by simply reading the text. By removing these words, the test taker will be forced to rely on their listening skills rather than relying on their ability to comprehend the written text. This helps to assess their ability to understand spoken language and their listening comprehension skills specifically.

Communicative stimulus-response tasks are one of the most popular listening tasks in tests. These tasks require the test-taker to listen to a stimulus, such as a conversation or a monologue, and then respond to it by answering questions or completing tasks. This type of task assesses the test-taker's ability to understand and respond appropriately to spoken language, making it a commonly used listening task in tests. Dictation, information transfer, and editing are also listening tasks, but they are not specified as one of the most popular ones in the question.

The question is asking about the questions that should be asked during the stage of revising test tasks. The correct answer is "Do the objectives follow the test specifications?" This question is not relevant to the stage of revising test tasks as it pertains to the alignment of objectives with the test specifications, rather than the clarity of directions, presence of example items, and measurement of specified objectives.

The correct answer is "It is highly valid and reliable as a listening task." The other options all describe features of a Sentence Repetition test. The fact that the test might only test recognition of sounds suggests that it focuses on phonological processing rather than comprehension. The inclusion of testing oral ability indicates that the test assesses both listening and speaking skills. Additionally, the mention of testing short-term memory ability suggests that the test requires the ability to hold and recall information in the immediate term.

Placement tests' results can inform classroom instruction because these tests are designed to assess a student's current level of knowledge and skills in a particular subject. The results of the placement test can help teachers identify the strengths and weaknesses of each student and tailor their instruction accordingly. This allows teachers to provide targeted support and appropriately challenge students based on their individual needs.

The correct answer is that the teacher cannot directly observe both the process and the product. This means that the teacher is unable to directly witness both how the listening is being done and the outcome or result of the listening. The teacher may be able to observe the process of listening, such as the student's attention and engagement, but they may not be able to directly observe the product, which would be the understanding or comprehension of the listening material.