Name: Date:

Program/Year: Course Schedule:

Instructor:

Test I. MULTIPLE CHOICE

Read the questions carefully and choose the correct option.
1. Avoid culturally biased questions by using content that is neutral and globally relevant. Make
sure the context of questions is understandable for students from different cultural backgrounds.
a. Context
b. Culture
c. Language
2. These tests may only measure specific skills or knowledge areas, neglecting creativity or critical
thinking.
a. Pressure on students
b. Teaching to the tests
c. Limited scope
3. Results can be compared across large populations, making it easier to assess group performance
on a national or international level.
a. Comparability
b. Objective and Fairness
c. Efficiency in Administration and Scoring
4. If testing students from diverse language backgrounds, ensure the language of the test is simple
and clear, avoiding idiomatic expressions or culturally specific references.
a. Language
b. Ability
c. Context
5. Include questions of varying difficulty to assess a broad spectrum of knowledge. This helps in
distinguishing high achievers from lower achievers.
a. Patterns
b. Deviation
c. Repetition
6. Involve assessing key skills or knowledge areas more than once to ensure consistency in
measurement.
a. Deviation
b. Repetition
c. Patterns
7. A high score on a standardized language test is often required for certain scholarships,
internships, and work-study opportunities, especially those that involve international travel or
collaboration.
a. Progress Tracking and Evaluation
b. University Admissions
c. Certificate for Professional and Academic Opportunities
8. Language proficiency tests also play a role in placing students into appropriate classes or
programs.
 a. University Admissions
b. Placement and Class Levels
c. Progress Tracking and Evaluation
9. These questions assess a variety of language skills, such as grammar, vocabulary, and reading
comprehension, by presenting students with a question or statement followed by several answer
choices.
a. Writing and Speaking Tasks
b. Fill-in-the-Blank
c. Multiple-Choice Questions
10. Language proficiency tests are used periodically to track students’ progress.
a. Progress Tracking and Evaluation
b. Placement and Class Levels
c. University Admission

Test II. IDENTIFICATION

1. Refers to the process of establishing norms or criteria to ensure uniformity and consistency across
a particular practice or product. STANDARDIZATION
2. It measures a student’s performance based on a set of predetermined criteria or learning
standards. CRITERION-REFERENCE TESTS
3. Should involve assessing key skills or knowledge areas more thank once to ensure consistency in
measurement. REPETITION
4. Each student’s score reflects how many correct answers they achieved relative to the total
possible. SCORING FOR CRITERION-REFERENCE TESTS
5. It is essential for helping students understand their strengths and areas for improvement.
FEEDBACK
6. The high stakes associated with standardized tests can cause undue stress and anxiety among
students, which may impact performance. PRESSURE ON STUDENTS
7. Teachers may narrow their curriculum to focus only on topics that will appear on the test, limiting
broader educational experiences. TEACHING TO THE TESTS
8. It defines the content areas and skills to be assessed. This is often broken into sections such as
math, language, science, etc. CREATING THE BLUEPRINT
9. Writing test items that align with the blueprint. Each item is usually pilot-tested to ensure
reliability and validity. ITEM DEVELOPMENT
10. The test is administered to a sample group to identify any flaws or biases in the items or format.
PILOTING AND REFINING THE TEST
11. Establishing benchmarks (e.g.,pass/fail criteria) and norming the test by administering it to a
representative sample of the population. STANDARD SETTING AND NORMING
12. Begin by outlining the key areas or topics to assess. These should align with the learning
objectives or standards students are expected to meet. PATTERNS
13. Provide accommodations such as extra time or translated materials when needed. LANGUAGE
14. Tailor test questions to reflect the student's learning environment and experiences. This ensured
relevance and enhanced the likelihood that students will understand and engage with the material.
CONTEXT
15. It requires students to perform tasks or demonstrate skills rather than just answering questions.
PERFORMANCE TESTS
 16. Refers to a structured, uniform approach to measuring an individual’s ability to use and
understand a particular language, often in a second-language or foreign-language context.
STANDARDIZED LANGUAGE PROFICIENCY TESTING
17. Standardized language proficiency tests categorize language skills into different levels, such as
beginner, intermediate, and advanced. UNDERSTANDING PROFICIENCY LEVELS
18. Language proficiency tests help educational institutions place students in courses that match their
current skill level. PLACEMENT OF LANGUAGE PROFICIENCY
19. Standardized tests also serve as a tool to track language learning progress over time.
MEASURING STUDENT PROGRESS
20. These items measure students’ knowledge of vocabulary, grammar, and sentence structure by
requiring them to complete sentences or passages with appropriate words or phrases. FILL-IN-
THE-BLANK
21. Students listen to audio recordings and answer questions about them, while reading
comprehension tasks involve reading passages and responding to related questions. LISTENING
AND READING COMPREHENSION
22. Technology enables instant feedback on test performance, especially for tasks that can be
instantly and automatically graded. IMMEDIATE FEEDBACK AND ANALYSIS
23. Everyone is evaluated based on the same criteria, removing bias from the assessment process.
OBJECTIVITY AND FAIRNESS
24. Teachers may narrow their curriculum to focus only on the topics that will appear on the test,
limiting broader educational experiences. TEACHING TO THE TESTS
25. Teachers can be standards to design lesson plans that focus on the key areas the test measures.
CURRICULUM DEVELOPMENT

Test III. ENUMERATION

1-4. Four Types of Test Items
5-7. Advantages of Standardized Tests
8-10. Disadvantages of Standardized Tests
11-13. Practical Steps in Test Construction
14-16. Examples of Standardized Language Tests
17-20. Matching Decision Types to Test Types