AMEP Assessment Task BankProfessional Development Kit

Question ItemsDeveloped by Marian Hargreaves for NEAS 2013 © NEAS Ltd 2014 1

Relevant issues

• Provide a variety of questions, but not so many as to be confusing

• Ensure that the students are familiar with the type of question and understand what they are supposed to do

• Ensure that students know what is expected of them (eg short answers rather than complete sentences)

• Start with some easy questions as a lead-in• Ensure that questions follow the text ie the answer

to Q1 comes before the answer to Q2, and summary questions come at the end

© NEAS Ltd 2014 2

Questions types

• Multiple choice questions• Summary cloze (gap fill)• Sentence completion• Short answer questions• Grid completion• Matching• Ordering• Information transfer

© NEAS Ltd 2014 3

Multiple Choice Questions (MCQs)• Advantages:- simple to answer- easy to mark- can use pictures

• Disadvantages:- need four options- difficult to write

© NEAS Ltd 2014 4

MCQ, exampleCert II E1: Demonstrate understanding of a telephone

message

Tick ( ) the correct answer.The caller telephones about:

an eye testnew glassessunglassescontact lenses

© NEAS Ltd 2014 5

Summary Cloze

A gap-filling exercise

• Advantages: - very little writing - tests recognition of specific information

• Disadvantages:- alternative answers- answers can be copied from a reading text

without understanding

© NEAS Ltd 2014 6

Summary Cloze, example

Certificate I D1: Demonstrate understanding of a spoken information text

• CityRail is working on tracks near Station.

• Janet is _________________years old.

© NEAS Ltd 2014 7

Sentence completion

• Similar to summary cloze• Gives opportunity for longer phrases in the

answer• Disadvantages

- alternative answers- potential for an attempt at an answer that is too long

© NEAS Ltd 2014 8

Sentence completion, structured example

Certificate I D1: Demonstrate understanding of a spoken information text

Structured sentence completion:

• Jane went to the shops to buy a . Answer: Jane went to the shops to buy a new dress.

© NEAS Ltd 2014 9

Sentence completion, unstructured example

The movie was set in ___________________.

© NEAS Ltd 2014 10

Short answer questions• Advantages

- can be very specific

Certificate II C1: Demonstrate understanding of a spoken transaction for information/goods and services

What is the woman’s phone number?

© NEAS Ltd 2014 11

Short answer questions, example

Answer these questions in a few words.1. Who is the e-mail to?

________________________________2. Name two features of the Guided Walks.a._______________________b._______________________

© NEAS Ltd 2014 12

Short answer questions cont.

• Disadvantagescan lend themselves to becoming open questions, which may need judgment and discretion in marking

Certificate III F1: Demonstrate understanding of a spoken discussion

Why was Sarah angry?

© NEAS Ltd 2014 13

Grid completion

• Advantages– Minimal writing required in the response– Easy to mark

• Disadvantages– Difficult to design– Learners may not understand what they have to

do– May involve more writing than is appropriate for a

listening task.

© NEAS Ltd 2014 14

Grid completion, example

© NEAS Ltd 2014 15

Matching

• Advantages– Can be very specific– Good for low levels

• Disadvantages– Alternative correct answers– Can become just a process of elimination– Text needs to give the opportunity for a

reasonable number of options– Not suitable for listening assessment

© NEAS Ltd 2014 16

Matching, example

Where do you go if you want to do the things in the list below?Draw a line between the list on the left and the place on the right.

You want to You go toGet help with your studies Customer Service CentreGet an updated course timetable Faculty OfficeAppeal a teacher’s decision Educational Tutorial SupportAsk for a statement of attainment Director of FacultyLeave your course after it starts Customer Service CentreMake a complaint Faculty Office © NEAS Ltd 2014 17

Ordering

• Advantages– Tests understanding of structure, sequencing and

time– Very little writing

• Disadvantages– Learners may not know what to do– If one of the items is wrongly numbered, this will

affect subsequent ordering

© NEAS Ltd 2014 18

Ordering, example

Number the events in the order they happen in the story.The first one has been done for you.

Abida went to bed. Abida and Selma went to a movie. Selma walked to home to her unit.1 Abida left home. Abida met Selma.

© NEAS Ltd 2014 19

Information transfer

• Advantages– Can use pictures– Easy to mark

• Disadvantages– Learners may not know what to do

© NEAS Ltd 2014 20

Information transfer, example• Label the items mentioned in the text.

My kitchen has a lovely gas oven with a range hood. There are glass-fronted display cupboards and drawers where I can keep knives and forks. There is a sink by the window and an attractive tiled floor. © NEAS Ltd 2014 21

Rubrics

• Simple• Clear• Consistent

© NEAS Ltd 2014 22

Answer key

• Limit potential for unforseen/unexpected but equally valid answers

• Check, and re-check.

© NEAS Ltd 2014 23

General guidelines for item design• Be aware of test method effect• Use a variety of item types, but not so many as to be

confusing• Rubrics should be clear, simple and consistent across

tasks• Questions should be well spaced, especially for listening

tasks• Questions should follow the text ie the answer to Q1

comes before the answer to Q2 • Start with some easy questions as a lead-in• Summary questions, eg what is the main topic of this

text?, should usually come at the end of the test.© NEAS Ltd 2014 24

General guidelines, cont.

• Check for lexical overlap • For listening assessment, limit speakers to two,

with clearly different voices, eg male/female• Avoid responses that are too wordy• Avoid ‘What’ and ‘How’ open questions• Check against other tasks for the same LO, to

ensure consistency• Review the answer key.

© NEAS Ltd 2014 25