Diese Arbeit untersucht, ob es sinnvoll ist, multiple-choice als Testmethode im Englischunterricht zu verwenden.
Es wird aufgezeigt, unter welchen Bedingungen, multiple-choice erfolgreich im Englischunterricht angewandt werden kann.
Table of Contents
1. Introduction
2. Student assessment and testing
3. Testing methods
4. Construction of multiple-choice items
4.1. Using multiple-choice to test vocabulary
4.2. Using multiple-choice to test grammar
4.3. Using multiple-choice to test reading comprehension
4.4. Using multiple-choice to test listening comprehension
5. Conclusion
6. Biblography
Objectives and Topics
This paper examines the viability and practical implementation of multiple-choice testing in the context of teaching English as a foreign language (EFL) in schools. The primary goal is to address the perceived unpopularity of this method among German teachers by providing a detailed guide on constructing effective test items for various language skills.
- Theoretical foundations of student assessment and evaluation.
- Methodological overview of testing types and their pedagogical functions.
- Best practices for constructing high-quality multiple-choice items for vocabulary and grammar.
- Strategies for designing comprehension-based tests (reading and listening).
- Analysis of the advantages and limitations of multiple-choice testing in EFL classrooms.
Excerpt from the Book
3. Testing methods
Before I start to look at the different testing methods, I would like to mention two criteria which a good test should meet: reliability and validity.
The reliability of a test is the degree of precision with which it evaluates the skill or ability of a learner. One method to test the reliability of a test is to retest, i.e. to give the test again. If the learner gets the same result and ranks at about the same position within the learner group, the test is reliable. Does a test not deliver a reliable result, the reliability can be improved by lengthening, for example. Even if a test meets the criteria of reliability, it does not necessarily measure what it is supposed to measure.
This is what validity measures: the extent to which a test gives us the information we want. There are different methods to test whether a test is valid or not but for our purpose it is simply common sense that is needed. So when constructing a test, the teacher should simply bear in mind: is this really going to test what I want to know?
Summary of Chapters
1. Introduction: This chapter outlines the professional necessity of testing and introduces the paper's focus on multiple-choice formats in EFL teaching.
2. Student assessment and testing: This section details the pedagogical reasons for assessment, specifically its roles in documentation, student motivation, and providing feedback.
3. Testing methods: This chapter establishes essential testing criteria—reliability and validity—and categorizes various question types, distinguishing between long and short answer formats.
4. Construction of multiple-choice items: This core chapter provides technical guidance on creating effective test items for vocabulary, grammar, reading, and listening comprehension.
4.1. Using multiple-choice to test vocabulary: This section covers specific rules for item construction, focusing on context preparation, distractor design, and clear instructions.
4.2. Using multiple-choice to test grammar: This chapter explains how to adapt multiple-choice completion for testing grammatical structures rather than just lexical items.
4.3. Using multiple-choice to test reading comprehension: This part explores advanced testing techniques such as paraphrase, synthesis, and inference items for assessing reading skills.
4.4. Using multiple-choice to test listening comprehension: This chapter highlights the challenges of listening assessment and suggests using authentic lecture material and note-taking opportunities.
5. Conclusion: The author summarizes that multiple-choice tests are highly reliable if constructed well and advocates for their inclusion in a balanced assessment strategy.
6. Biblography: This section lists the academic sources and online references used to support the methodology and recommendations throughout the paper.
Keywords
EFL, multiple-choice, testing, assessment, reliability, validity, vocabulary, grammar, reading comprehension, listening comprehension, pedagogy, education, language teaching, item construction, evaluation.
Frequently Asked Questions
What is the core focus of this document?
The document focuses on the role and construction of multiple-choice tests in teaching English as a foreign language (EFL) within school settings.
What are the central thematic fields discussed?
The paper covers student assessment, the theoretical requirements for testing (reliability and validity), and the practical application of multiple-choice design for different language skills.
What is the primary objective of the work?
The author aims to provide a guide for teachers on how to construct effective multiple-choice questions to overcome common reservations against this testing method.
Which scientific methods are primarily discussed?
The paper utilizes pedagogical literature to analyze testing theory and provides practical, hands-on instructions for designing various test items.
What does the main body address?
The main body systematically reviews the construction of multiple-choice tests for four specific areas: vocabulary, grammar, reading comprehension, and listening comprehension.
What are the main keywords that characterize this work?
Key terms include EFL teaching, assessment, test reliability, validity, item construction, and language performance evaluation.
How should teachers approach distractor preparation?
Distractors should match the grammatical form of the correct answer, possess the same level of difficulty, and avoid being overly general or obvious through grammatical clues.
Why is the distinction between long and short answer questions important?
It helps teachers balance the depth of student production (essay style) with the efficiency and ease of correction associated with objective, closed-answer formats.
What is the author's stance on the efficiency of multiple-choice tests?
The author argues that while preparation can be time-consuming, the tests provide reliable results and are corrected more quickly than traditional open-ended tasks.
- Citation du texte
- Eva-Maria Griese (Auteur), 2005, Multiple choice - a useful testing method for teaching English as a foreign language, Munich, GRIN Verlag, https://www.grin.com/document/64363
