Chapter 5: Testing vocabulary docx

Chapter 5: Testing vocabulary
Heaton, J.B. (1988).
Writing English Language Tests
.
Longman

Testing vocabulary
I. Selection of items
II. Multiple choice items
III. Guidelines for constructing multiple
choice items
IV. Sets (associated words)
V. Matching items
VI. More objective items
VII. Completion items

I. Selection of items

Tasks of a test constructor:
(1) to determine the degree to which
concentrating on passive or active vocabulary
(2) to decide whether the items should be taken
from spoken or written language

Lexical items selected from
: (i) the syllabus,
(ii) Sts’ textbook, (iii) Ss’ reading materials, (iv)
and lexical errors from their free written work

II. Multiple choice items (A)
Choose the word which is nearest in the meaning
to the word in italics
(1) The stem is replaced by the picture.
(2) The stem consists of a definition.
(3) The stem consists of a lexical item (choose the
best synonym or definition)
(4) The stem consists of a sentence. (Vocabulary
tested in context as the context giving specific
meaning and relevance to a word
a
situation should be as linguistically valid
as possible

II. Multiple choice items (B)

more difficult to construct than those in
group A

too little context insufficient to establish
any meaningful situation, but too much
context many clues both grammatical and
semantic

II. Multiple choice items (B)
(p. 56-57)

The context: a dialogue; however, the
provision of a context limits the test
constructor to testing only the vocabulary

associated with a particular topic.

The choice between the use of single
sentences and the use of paragraphs 
determined by the purpose of the test and
the test writer’s own approach to
communicative aspects of language learning.

III. Guidelines for writing
vocabulary items (1 & 2 )
(1) If the problem area being tested is
located in the options, the stem
should be kept simple (type 2).
However, if the problem is included in
the stem, the options themselves
should be simple (type 3 &4).
(2) Each option should belong to the
same word class as the word in the
stem

III. Guidelines for writing
vocabulary items (3, 4 & 5)
(3) The correct option and the distractors
should be at approximately the same level of
difficulty.
(4) There is some disagreement concerning the
relationship of the options to the problems
being tested. Some test writers argue that
the options should be related to the same
general topic or area, while others prefer as

wide range of associations as possible.
(5) All the options should be approximately the
same length.

IV. Sets (associated words)

Type 1: Recognition
One word in the list doesn’t belong to the others.
Circle the odd word in each list.
A. depart A. traffic A. hard-working
B. go away B. car B. disorganized
C. arrive C. bus C. creative
D. leave D. subway D. reliable

IV. Sets (associated words)con.

Type 2: Production

Each group of words is related to a particular
subject. Write down the particular subject which is
connected with each group of word.
A. potato chip A. listening to music A. garlic
B. hamburger B. playing sports B. salt
C. pizza C. watching TV C.
pepper
D. fried chicken D. collecting stamps D. sugar
= fast food = hobbies =
spices

V. Matching items (p.58-60)


Type 1
: testing lexical items from different
word classes

Type 2
: testing verb tense forms

Type 3
: testing lexical items from the same
world class

Type 4
: items based on a reading
comprehension passage (the most useful
type). Sts are given a list of words at the end
of the passage and required to find words of
similar or different meaning in the passage

VI. More objective items

Word formation items
e.g. (care) Be…… when you cross the
road.

Items involving synonyms
e.g. I came cross an interesting book.
….
found it by chance
…


Rearrange items
e.g. ROLRY LORRY

Definitions
: this type of item tests writing
ability in addition to a knowledge of word
meanings.

VII. Completion items


Read a passage containing incomplete words;
and write completed words
.
e.g. Snakes are one of the (1) d-m-n t groups
of (2)r-pt (1) dominant (2) reptile

Complete each blank (in conversation or
passage) with the most appropriate word.

(Read more examples on page 62)