Principles of Reading Comprehension

To comprehend a reading passage, you should be able how to find and decide the topic, to find idea of the topic and what are purposes of discussing the topic. In this part you will study these things that are mentioned above.

A. Main Idea

• Main idea tells you more about the topic, and also tells the writer's idea about the topic. The main idea is the essence of the paragraph, or what the author is trying to get across to the reader.
• Main idea is often found in the first sentence in a paragraph followed by supporting details. But some authors prefer to give the supporting details first end with the main idea. Others give some detail, the main idea, and then more detail.
• Since the main idea could be found anywhere In the paragraph, a reader should have a plan to facilitate finding the main idea.

Read the following sentence carefully.
Example:
Topic: Whales
What are three different ideas about the whales ?
a. Whales are aquatic animals
b. Whales live In Atlantic ocean.
c. Whales are killed for their oil.

1. Topic: Sport
Write three different ideas about sport.
a. ------------------------------------------------------
b. ------------------------------------------------------
c. ------------------------------------------------------

2. Topic: Education
Write three different Ideas about education.
a. ------------------------------------------------------
b. ------------------------------------------------------
c. ------------------------------------------------------

3. Topic: Language
Write three different ideas about language.
a. ------------------------------------------------------
b. ------------------------------------------------------
c. ------------------------------------------------------

4. Topic: Teacher
Write three different Ideas about teacher.
a. ------------------------------------------------------
b. ------------------------------------------------------
c. ------------------------------------------------------

5. Topic: Science
Write three different Ideas about Science.
a. ------------------------------------------------------
b. ------------------------------------------------------
c. ------------------------------------------------------

B. Scanning
• When you need to locate specific information, you might not read carefully or even skim. Instead, you might be able to scan to find the information needed. For instance if you need a telephone number of a friend whose name begins with B, you would not need to carefully read all the names in the directory or even all B’s to locate the number.
• Scanning is not a reading process in the true sense of the word. It is a searching and floating material until you find that you need. Then you stop and reads as much as necessary in order to answer your question .
• In order to scan efficiently, you should have a clear Idea of what you are looking for, where you are likely to find it, and how you can recognize the information when you see it. If you are looking for a name, for example, capital letters might be yours clue; if you are looking for a date, your need will not always be contained in one or two words. In this case, you should scan until you can locate the information, and then you read until you have all the information you are seeking.

Examples:
Saturday with Grandpa
Saturday is our day to clean, but Grandpa turns work into fun.
We like to sing when we dust. We like to dance when we mop. We clean the car together. We do the wash together. We both wear our caps.
When we are done, we hurry to the store. We shop for food. Grandpa lets me pick the fruits that I like best. We carry the food home. Grandpa tells stories while we walk.
At night, our work is done. Friends come over. We cook dinner. We sing and dance.
Saturday is our day to clean, but Grandpa turns work into fun!
Answer the following questions by the reading text above:
1. What happens in "Saturday with Grandpa"?
2. What do the boy and his grandpa both wear while they clean?
3. What does hurry mean?


C. Skimming
• Skimming is a technique for speed reading.
• Skimming is a technique used to look for the ‘gist’ (the main point) of what the author saying without a lot of detail.
• This is used if you only want a preview or an overview the material.
• In preview Skimming one reads the introductory information, the headings and subheadings, and the summary.
• Another method would be to read only key words or key sentences. Skimming is a technique for speed reading.
Suggestion for underlining effectively:
A. Skimming for point of view
Read these sentences quickly and try to guess “is the writer for or against the idea ?
Examples:
1. Candy is not good for your teeth. It is especially bad for children’s teeth. If children eat a lot of candy, they will have problems later.
For _____________ Against _____________
2. Dogs are often a problem at home. Many dogs are noisy and dirty. They may even be dangerous for small children.
For _____________ Against _______________
3. An apartment looks much nicer with some plants. The green leaves make it seem cooler in summer. The flowers give it a happy feeling.
For _____________ Against _______________

B. Skimming for pattern of organization
Read the signal words and it wii tell you about the pattern.
Examples:
1. The book has a lot of information about Poland. First it tells about the history. It also explains how to travel around the country. And finally, it lists some interesting places to visit.
________ listing __________ time-order
________ comparison __________ cause-effect
2. A whale eats a lot of ocean food every day. That is because it is a very large animal.
________ listing __________ time-order
________ comparison __________ cause-effect
3. The Spanish kings and queens sent many people to find out about America. Christoper Colombus was one of these people. Ponce de Leon was another. And Vasco da Gama was yet a third.
________ listing __________ time-order
________ comparison __________ cause-effect

C. Skimming for ideas
Example:
Murder in the Language Lab
By M.L.Allen
This book is an unusual detective story. It begins with a crime, a murder. A scientist is killed in a laboratory. But no one knows who killed the scientist. Inspector Barker is the detective. He must find the killer, but he needs help.
He gets help from Sally, sally is a chimpanzee. She lives in the laboratory. In this laboratory, scientists are studying language. They are interested in how animals like Sally can learn some language. Sally is very smart chimpanzee. She cannot talk, but she can understand many words. She can answer questions by using a computer. Sally saw the murder. She is afraid of Inspector Barker at first. But she wants to help. So, she tells Inspector Barker who the murder is.
If you like detective stories, you will enjoy this one. But you probably will not able to guess who the murder is!

Choose the correct answer!
1. This Story is
a. full of information
b. sad
c. fun to read
d. difficult to read
2. Inspector Barker
a. finds the murder himself
b. never finds the murder
c. is studying language
d. gets help from a chimpanzee
3. Sally is
a. a scientist
b. a very smart animal
c. not very smart animal
d. a murder

English for Sport

A. Getting to know you

1. Mr. Brown : Hello, Mrs. Black! How are you?

Mrs. Black : Very well, thank you. How are you ?

Mr. Brown : Fine, thanks. Mrs. Black, this is my sister Mary.

Mrs. Black : How do you do, Mary?

Mary : How do you do, Mrs. Black?, I’m very glad to meet you.

B. Kinds of Sport

1. Aquatics

Ball sports

Underwater football

Underwater rugby

Water polo

Competitive Swimming

Backstroke

Breaststroke

Butterfly stroke

Freestyle swimming

Individual Medley

Synchronized swimming

Diving

Diving

Underwater hockey

Underwater hockey

Underwater Diving

Free-diving

Scuba Diving

Snorkeling

2. Gymnastics

Artistic gymnastics

Balance Beam

Floor

High Bar

Parallel Bars

Pommel Horse

Still Rings

Uneven Bars

Vault

Cheerleading

Majorette

Competitive rope jumping

Juggling

Rhythmic gymnastics

Sports acrobatics

Tricking

Trampolining

Trapeze

Flying trapeze

Static trapeze

3. Athletics (track and field)

Cross-Country

Jumping

Triple jump

Long jump

High jump

Pole vault

Throwing

Discus

Hammer throw

Javelin

Atlatl

Shot put

Race walking

4. Climbing

Bouldering

Canyoning

Mountaineering

Rope climbing

5. Cycling

Cycling sports using bicycles or unicycles

Bicycle

Main article: Bicycle

Artistic cycling

BMX racing

Bobrun cycling

Cyclo-cross

Mountain bicycling

Road bicycle racing

Track cycling

FMX or foot motocross

6. Flying sports

Airplane

Aerobatics

Air racing

Ballooning

Cluster ballooning

Hopper ballooning

7. Other

C. Sport Classification

One system for classifying sports is as follows, based more on the sport's aim than on the actual mechanics. The examples given are intended to be illustrative, rather than comprehensive.

Opponent

Combat (wrestling, Judo, karate, boxing, fencing, tae kwon do)

Court (tennis, shuttlecock sport, badminton, volleyball, basketball, table tennis, dodgeball)

Board (chess, checkers, go, bridge, blackjack, monopoly, shogi. Most of these may not be classified as sports but rather as games; hence the phrase board games. Chess can be considered exempt because of the requisite skill required to play.

Electronic (computer and video games that are played as competitive sports, are known colloquially as "eSports". "eSports" are very popular in counties such as South Korea).

Achievement

Target (archery, shooting, darts, snooker)

Display (gymnastics, bodybuilding, equestrianism, diving, Marching Band, cheerleading)

Strength (weight-lifting, triple jump, shot put)

Endurance (running, cycling, swimming, triathlon, orienteering, cross-country skiing)

Experience (yachting, gliding)

Coverage

Occasionally appearing on ESPN (chess, spelling bees)

Team sports

Team sports refer to sports which are practiced between opposing teams, where the players interact directly and simultaneously between them to achieve the objective, such as football (in its various forms), Counter-Strike cricket, curling, baseball, handball, hockey, basketball or volleyball. The term is used to distinguish itself from individual sports which are based on one-on-one direct confrontation (such as most raquet sports, boxing, gymnastics or Martial arts) or timed races (such as athletics or swimming),

Spectator sports

Spectator sports are ones that is characterized by the presence of spectators, or watchers, at its matches.

Counter-Strike

Other

Bowling

Curling

Darts

Counter-Strike

Fishing

Golf

Polo

D. Sport Place

Where do you play the following sports?

Decide whether the sport is played on/in the following areas. Some of the words are used more than once: court, rink, table, course, field, ring, pitch, board, track, ring, field, pool.

Ø American Football:

Ø European Football:

Ø Tennis:

Ø Chess:

Ø Swimming:

Ø Ping Pong:

Ø Horse Racing:

Ø Ice Hockey:

Ø Volleyball:

Ø Athletics:

Ø Motor Racing:

Ø Cricket:

Ø Baseball:

Ø Squash:

Ø Ice Skating:

Ø Golf:

Ø Boxing:

E. Sport Equipment

We use many various types of equipment and clothing to play different sports. Decide whether the sport is played with the following types of equipment and clothing. Some of the words are used more than once:

ball, puck, racket, stick, piece, paddle, gloves, board, bat, cleats, pads (knee-pad, shoulder-pad, etc.), clubs, saddle, suit

Ø American Football:

Ø European Football:

Ø Tennis:

Ø Chess:

Ø Swimming:

Ø Ping Pong:

Ø Horse Racing:

Ø Ice Hockey:

Ø Volleyball:

Ø Athletics:

Ø Motor Racing:

Ø Cricket:

Ø Baseball:

Ø Squash:

Ø Ice Skating:

Ø Golf:

Ø Boxing:

F. Sport Measurement

Time, the score and distance are measured in various ways depending on which type of sport you are speaking about. Decide which time, score and/or distance measurement is used in each of the sports below. Some of the words are used more than once:

game, point, set, mile, inning, strokes, yard, round, move, match, meter, round, quarter, out, half, lap, down, length

Ø American Football:

Ø European Football:

Ø Tennis:

Ø Chess:

Ø Swimming:

Ø Ping Pong:

Ø Horse Racing:

Ø Ice Hockey:

Ø Volleyball:

Ø Athletics:

Ø Motor Racing:

Ø Cricket:

Ø Baseball:

Ø Squash:

Ø Ice Skating:

Ø Golf:

Ø Boxing:

G. Sport Event

A multi-sport event is an organized sporting event, often held over multiple days, and featuring competition in many different sports between organized teams of athletes from (mostly) nation-states. The first major, modern, multi-sport event of international significance was the modern Olympic Games.

Many regional multi-sport events have since been founded, modeled after the Olympics. Most have the same basic structure. Games are held over the course of several days in and around a "host city," which changes for each competition. Countries send national teams to each competition, consisting of individual athletes and teams that compete in a wide variety of sports. Athletes or teams are awarded gold, silver, or bronze medals for first, second, and third place respectively. The games are generally held every four years, though some are annual competitions.

1. Olympics

The first modern multi-sport event organised were the Olympic Games, organised by the International Olympic Committee (est. 1894) for the first time in 1896 in Athens, Greece. After some badly organised celebrations (1900, 1904), the Olympics became very popular. The number of sports, initially only a few, is still growing.

2. Other events

At the beginning of the 20th century, another multi-sport event, the Nordic Games were first held. These Games were held in Scandinavia, and the sports conducted were winter sports such as cross country skiing and speed skating. The Nordic Games were last held in 1926, after which the 1924 Winter Sports Week in Chamonix was declared the first Olympic Winter Games.

In the 1920s, all kinds of other multi-sport events were set up. These were usually directed for a selected group of athletes, rather than everybody, which was - basically - the case with the Olympic Games. The Soviets organised the first Spartakiad in 1920, a communist alternative to the 'bourgeois' Olympic Games, and in 1922 the University Olympia was organised in Italy, the forerunner of the World University Games, meant for students only. Regional Games were another kind of multi-sport event that was established, such as the Far Eastern Championship Games or the Central American and Caribbean Games.

3. Central audiences

Since the establishment of the Olympics, most serial multi-sport events have been organized for specific audiences and participating countries or communities:

regional, such as the East Asian Games and the South American Games

political, such as the Spartakiad and the GANEFO

historic or historicultural roots, such as the Commonwealth Games (for members of the Commonwealth of Nations) and the Jeux de la Francophonie (for members of La Francophonie

ethnocultural or ethnoreligious, such as the Pan-Armenian Games (for ethnic communities of Armenians both in Armenia and in other countries) and the Maccabiah Games (for communities of Jews of both ethnic and religious origins)

religious, such as the Islamic Solidarity Games and the previously mentioned Maccabiah Games

occupational, such as the Military World Games, the World Police and Fire Games and the Universiade

physical structure, such as the Paralympics and the Special Olympics World Games

human age, such as the Commonwealth Youth Games and the Senior Olympics

gender and sexual orientation, such as the Women's Islamic Games and the Gay Games

4. List of major international competitions

The Olympic Games are still the largest multi-sport event in the world, but several others also have significance. These are:

Military World Games, held first in 1995, for military athletes from over 100 countries

The X Games, which highlight extreme action sports.

Pan American Games, held first in 1951, for all nations of the Americas

Asian Games, held first in 1951, for all Asian nations

All-Africa Games, held first in 1965, for all African nations

Commonwealth Games, held first in 1930 (although similar games in 1911) for all nations from the Commonwealth of Nations

Francophone Games, held first in 1989, for nations that speak French

Lusophony Games, begun in 2006, for Portuguese-speaking countries.

Southeast Asian Games, held first in 1959, for nations in Southeast Asia

East Asian Games, for nations in East Asia

West Asian Games, for nations in West Asia

Central Asian Games, for nations in Central Asia

South Asian Games, for nations in South Asia

Goodwill Games, held first in 1986, held as an alternative after the boycotted Olympics of 1980 and 1984.

World University Games, held first in 1923, also called Universiade.

Spartakiad, a defunct event involving athletes from the Soviet Union

World Games, held first in 1981, stage many sports (though not all) that are not Olympic sports. The World Games is therefore sometimes also unofficially called Olympics for non-Olympic sports. (They cannot be called "Olympic" games without infringing on the Olympic committees' trademarks.)

World Mind Sports Games, first held in 2008 for games of skill (i.e. chess, go, etc.)

Maccabiah Games, first held in 1932, for Jewish athletes worldwide.

Mediterranean Games, held first in 1951, for all nations bordering the Mediterranean Sea

Pan Arab Games, held first in 1953, for Arabic nations.

GANEFO, held first in 1963 in Jakarta, Indonesia, for the so-called "emerging nations" (mainly newly independent socialist states).

Gay Games and World OutGames held first in 1982 and 2006, for the worldwide gay community

Games of the Small States of Europe held first in 1985, for eight small states in Europe

Arafura Games, held first in 1991 and hosted in the Oceania region.

South Pacific Games, held first in 1963 for countries around the South Pacific

World Masters Games, first held in 1985, for mature athletes.

Commonwealth Youth Games, began in 2000.

South American Games, began in 1978.

Bolivarian Games, began in 1938, for countries liberated by Simo’n Bolivar.

World Police and Fire Games, begun in 1985, for law enforcement officers and firefighters worldwide; second only to the Summer Olympics in number of participants.

European Youth Olympic Festival (EYOF), for youth athletes from Europe, began in 1991 (summer) and 1993 (winter).

Other Games are intended for handicapped or disabled athletes. The Stoke Mandeville Wheelchair Games, incepted in 1948 in England, were the first such Games. In 1960, the first Paralympic Games were held, connected with the Olympic Games. The Special Olympics World Games, for athletes with intellectual disabilities, were first held in 1968.

H. Olympic Game

There are many legends surrounding the origins of the Olympic Games; according to one legend the Games were founded by Heracles (= Hercules in Roman mythology). Historically the first Ancient Olympic Games can be traced back to 776 BC. Every fourth year, they took place in Olympia in honour of the Olympian Gods. The prizes for the champions were wreaths from a sacred olive tree that was said to have been planted by Heracles.

When the Romans conquered Greece, the Games were also introduced in the Roman Empire. In 393 AD, however, Emperor Theodosius thought that the ‘pagan cult’ could threaten the Christian religion and therefore banned the Games ending a thousand-year period of Olympic Games.

The French Baron Pierre de Coubertin is the initiator of the modern Olympic Games. He wanted to bring nations closer together and have them compete in sports rather than fight in wars. Thanks to the efforts of Coubertin and his supporters, the first modern Games took place in 1896 – in Athens, the actual birthplace of the Olympics.

Coubertin’s idea of bringing the nations closer together is symbolised in the Olympic flag: its rings represent the five continents of the world and the colours (blue, black, red, yellow, green, white) were chosen such that they contained the flag colours of all countries participating in the games at the time the Olympic flag was created.

Months before the Olympics actually take place, the Olympic Flame is lit in Olympia and relayed to the host city where, at the opening ceremony, the last runner lights the Olympic fire. Another highlight of the opening ceremony is the parade of the competitors.

There are Olympic Summer Games, Olympic Winter Games and Paralympic Games. The Winter Games take place two years after the Summer Games. The Paralympic Games are an event for athletes with physical and mental disabilities – they are held shortly after the Olympic Games, at the same venues.

At the first modern Olympic games, 245 athletes from 13 nations competed in 10 different sports. Now more than 10,000 athletes from about 200 nations compete in 28 summer sports and 7 winter sports. The sports on the Olympic programme might change, however. Over the years, the IOC has added new sports (e.g. beach volleyball, snowboarding, curling) and striked out others (e.g. golf, rugby, tug of war).

The Olympic Games did not take place in 1916 due to World War I and in 1940 and 1944 due to World War II.

I. Part of Body

1. hand
2. shoulder
3. head
4. neck
5. finger
6. thumb
7. wrist
8. elbow
9. breast
10. belly
11. thigh
12. knee
13. lower leg
14. toe
15. calf
16. ankle
17. foot
18. bottom
19. back
20. upper arm
21. forearm

ENGLISH LANGUAGE TESTING (PART I)

1 INTRODUCTION TO LANGUAGE TESTING

1.1. Introduction

Test may be constructed primarily as devices to reinforce and to motivate the student or primarily as a means of assessing the students. Both testing and teaching are so closely interrelated that is virtually impossible to work in either field without being constantly concerned with the other.

First, we have to define evaluation. The followings are some definitions of evaluation, namely:

• Evaluation is an activity of the systematic gathering of information to be used in making educational decisions.

(uses both qualitative, quantitative method and value judgment)

• Evaluation is an activity involves gathering information on pattern of language use, language ability, and attitudes toward language.
• Evaluation related to decision to be made about individuals in the program.
• Evaluation involves the study of curriculum objectives, materials, and test or grading system.
• Evaluation involves decision about entrance to programs, placement, progress, and achievement.

In addition to, there are kinds of evaluation:

1. Formative Evaluation

2. summative Evaluation

1.2. What is a test?

1. Test is any procedure for measuring ability, knowledge or performance.
2. Test is one method for collecting information. Further, a test is, first of all, about something. That is, it is about intelligence, or European history, or second language proficiency. In educational terms, tests have subject matter or content. Second, a test is a task or set of tasks that elicits observable behavior from the test taker. The test may consist of only one task, such as writing a composition, or a set of tasks, such as in a lengthy multiple-choice examination in which each question can be thought of as a separate task. Different test tasks represent different methods of eliciting performance so that, taken together, tests are not a single method of collecting information. Third, tests yield scores that represent attributes or characteristics of individuals. Thus, tests are a form of measurement.
3. Test Items

Test item is a question or element in a test which requires an answer or response.

Several different types of test item are commonly used in language test, including:

a. Alternatives response item

Chosen from two alternatives (True/False, Yes/No, or A/B)

b. Fixed response item

Chosen from among several alternatives (multiple choice)

c. Free response item (open-ended response)

Free to answer or without having to choose from among alternatives providers.

d. Structured response item

Some control or guidance is given for the answer, but the student must contribute something of their own, for example;

What is astrology?

Astrology is the ancient________of telling what will________in the future by studying the________of the stars and the planets.

4. The Purposes of test
• To determine the readiness for instructional program (general proficiency) using screening test for purposes of decision making.
• To classify or place individuals I appropriate language classes .
• To diagnose the individuals specific strengths and weaknesses (general proficiency)

To plot a performance profile of an individuals on the basis of the relative strengths and weaknesses in the the areas tested.

· To measure aptitude (talent) for learning

To asses the individuals potential for future performance in the language course for instance.

· To measure the extent of student achievement of the instructional goals.

To indicate group or individual progress toward instructional objectives or a study program.

· To evaluate the effectiveness of instructions

To asses the degree of success of an instructional it self not of individuals.

5. Testing The Language Skills

a. Listening (auditory) comprehension

In which short utterances, dialogue, talk, and lectures are given to the testes.

b. Speaking Ability

Interview, picture, description, role-play, and problem solving.

c. Reading Comprehension

In Which questions are set the student's ability to understand the gist of the text and to extract key information on specific points in the text.

d. Writing ability

Letters, reports, memos, messages, instructions, and account of past events, etc.

6. Testing Language Area

a. Test of grammar and usage

This test measures student's ability to recognize appropriate grammatical forms and to manipulate structure.

The term multiple choice is used because the students are required to select the correct answer from a choice of several answer.

b. Test of vocabulary

This test measures student's knowledge of the meaning of certain word as well as the patterns and collocation which they occur.

c. Test of phonology

Test item designed to test phonology, might attempt to asses the following sub skills:

ý Ability to recognize and use the stress pattern of language

ý Ability to recognize and pronounce the significant sound.

ý To hear and produce the melody or patterns of the tunes

7. Assessment

The measurement of the ability of a person or the quality or success of a teaching course, etc.

Assessment may be by test, interview, questionnaires, observation, etc

2 CRITERIA AND TYPES OF TEST

2.1. Validity

The general term for how well a test works is "validity". Whereas the process of establishing the general validity of a test procedure is called validation. In addition to, validity is the degree to which a test measure what it is supposed to measure or can be used successfully for the purpose for which it is intended.

1. Face Validity

· Is a superficial inspection of a test

· Is the degree to which a test appears to measure the knowledge or abilities it claims to measure, based on the subjective judgment of an observer..

2. Content Validity

· A form of validity which is based on the degree to which a test adequately and sufficiently measure the particular skills or behaviors it sets out to measure.

· Depends on the analysis of the language tested and course objectives.

3. Construct Validity

· A form of validity which is based on the degree to which the items in a test reflect the essential aspects of the theory on which the test is based.

· Is obtained by giving comparison to other criteria.

4. Empirical Validity

· Concerns with characteristics viewed from theory of language behavior.

· It is obtained as a result of comparing the result of the test with the result of same criterion measure such as, an existing test, the teacher's ratings, the subsequent performance of the testes.

2.2. Reliability

It is a measure of the degree to which a test gives consistent result. A test is said to be reliable if it gives the same result when it is given on different occasion or when it is used by different people. By reliability is meant the stability of test scores. A test can not measure anything well unless it measures consistently.

The methods of reliability:

1. Test-retest reliability

An estimate of reliability of a test determined by the extent to which a test give the same results if it is administered at two different.

2. Split-half reliability

(In testing and statistic) an estimate of reliability based of a test (e.g. between the odd and even scores or between the first and second half of the items of the text.

2.3. Practicality

It concerns with time, budget and energy to be spent. And it is kept in mind a number of very practical considerations, namely;

• Economy (money)
• Ease of administration and scoring
• Ease of interpretation

In practicality of the test, there are several points need to notice;

a. Backwash effect : the effect of a test on teaching and learning.

b. Problem of sampling : the selection of adequate and representative areas of materials for a test.

c. Trap : It is not allowed in constructing a test.

d. Discrimination : It is capability of distinguishing individuals in a group.

e. Administration : Concern with time length, stationary used, direction, etc.

2.4. Types of test

1. Achievement Test

Achievement tests are tests designed to establish how successful individual students, group of students, or the courses themselves have been in achieving objectives.

There are two kinds;

• Progress achievement test 9formative test)
• Final achievement (summative test)
1. Proficiency Test

Proficiency tests are designed to measure people's ability in a language regardless of any training they may have had in that language.

3. Diagnostic Test

Diagnostic test used to identify students strength and weaknesses. They are intended to ascertain what further teaching is necessary.

4. Placement Test

Placement tests are intended to provide information which will help to place students at the stage of the teaching program most appropriate to their ability.

5. Aptitude Test

A language aptitude test is designed to measure the student's probable performance in a foreign language which he or she has not started to learn. It is consisting of such factors as intelligence, age, motivation, memory, phonological, sensitivity and grammatical pattern sensitivity.

3 TESTING VOCABULARY

3.1. Selections of The Test Words

1. Interactive level will concentrate on the words needed in speaking or in comprehending the oral language.
2. Advanced level will deal mostly with the lexicon of written English.

3.2. The Testing of Idioms

The particular importance are the "two-word verb or verb-adverb combination in which the English language about idiomatic construction."

Item types;

1. Definition (Multiple choice)

A test word followed by several possible definitions or synonyms.

Hap

a. a brief sleep c. a sharp rock

b. a happy song d. a short meeting

2. Completion (Multiple choice)

The old woman was to__________to push open the heavy door.

a. feeble c. deaf

b. sincere d. harsh

3. Paraphrase

Combining elements of two of the discussed devices. It is to underline a word in context and period several possible meaning.

John was astounded to hear her answer.

a. greatly amused c. greatly surprised

b. greatly relieved d. greatly angered

4. Paraphrase (supply type)

Examinees are asked to rewrite the sentence, substituting other words for the underlined portion.

The advantages of this item;

1) Relatively easy to construct

2) Students are instructed to give precise paraphrase

3) Can measure understanding of lexical items

The disadvantages;

1) It goes rather slowly

2) Students should not be expected to average more than one per minute.

3) It is a time consuming type to score.

5. Pictures

It is usually to test the children who have not yet reached the reading stage.

Two types of picture item;

1) The examine pronounces the name of an object and ask the child to indicate by pointing or making a pencil mark, which one of a set of pictures show the object named.

2) The child is shown a picture of an object and is asked to name it.

3.3. Advice on Item Writing

1) The definition should be expressed in simple words readily comprehensible to all examinees.

2) All the alternatives should be on approximately the same level of difficulty.

3) All choices should be related to the same general area or kind of activity.

4) The choice in each item should be of approximately the same length or be paired by length,

5) Items should be kept free of extraneous spelling problems.

4 TESTING READING COMPREHENSION

4.1. Reading Comprehension

Reading are used to reinforce the oral learning. Reading are generally built around the grammatical structures and lexical items which the student will need to communicate orally and the content of the material is regarded as relatively un important.

a) Elementary level are used to reinforce both listening and speaking if focus on language element (sound, vocabulary, grammar)

b) Intermediate reading for its own sake (subject matter)

c) Advanced.

The abilities needed in reading a language include at least the following:

a) Language and graphic symbol

· Comprehending a large percentage of the lexical item occurring in no specialized writing.

· Understanding the syntactical patterns, morphological forms, characteristics of the written language and stretches of language.

· Responding correctly to the graphic symbols of writing 9punctuation capitalization)

b) Ideas

· Identifying the writers purposes and central idea.

· Understanding the subordinate ideas which support the thesis.

· Drawing correct conclusion and valid inferences.

c) Tone and Style

· Recognizing the author's attitude toward the subject and the reader.

· Identifying the methods and stylistic devices by which the author conveys his ideas.

4.2. General Form of The Reading Test

Such as test consist of a number of short passage of varying styles and content, each followed by a series of multiple choice comprehensions items. The test writer is able to test the examinee's understanding not only of the surface meaning of a passage but also of the author's purpose attitude and method in fact.

4.3. Selection of The Test Passage

1) Length

The test writer will generally wish to include samples of various kind of materials, the individual test passages should be kept briefly.

2) Subject Matter

The specific purpose of the test will naturally dictate the subject matter of the passage selected. The test writer may draw upon such works as biographies, prose, function, encyclopedia entries and non technical articles on the natural and social sciences.

In general screening test for foreign applicants to American Universities, for instance, the selection should reflect the various kind of reading materials assigned in basic university courses.

3) Style and Treatment of Subject

· Deal chronologically with a series of events

· Compare (contrast two or more people, object or events)

· Present an authors individualistic opinion on a familiar object.

4) Language

The test writer must always set realistic tasks for his tests population, which consists of learners of a second or foreign language.

1.1. Initial Stages of Reading: Matching Test

· Word matching:

Now bow/not/how/now/mow

Ever never/over/ever/even/fewer

· Sentence matching:

1. Tom is not going to your school.

A. Tom is not going to your pool

B. Tom is not going to your school.

C. Tom is going to your school.

D. Tom is not coming to your school.

1.2. True/False Reading Test

Put a circle around the letter T if it is True or F if it is not.

1. The sun rises in the west T F

2. Fish can't fly, but bird can. T F

1.3. Multiple-choice

1. John is not as tall as Sally but he is a little taller than Rick.

A. Sally is taller than John and Rick

B. John is not as tall as Rick

C. Sally is taller than John but not as tall as Rick

D. Rick is taller than John and Sally

1.4. Completion Item

Put a, the or some in each blank only where necessary.

Can you see......sun shining through the clouds?

I saw your uncle ......day before yesterday.

What have you been doing since I saw you.......last summer?

4.4. Advice on Item Writing

1) The vocabulary and syntax of the items should establish.

2) The stem or lead of the items should establish

The problem that is, make clear what kind of information is being asked for.

3) Selection of the correct answer should involve interpretation of the passage

All items should require a careful reading of the paragraph.