Académique Documents
Professionnel Documents
Culture Documents
and Usage
Usage
--is the manner in which written and spoken
language is used the points of grammar, syntax,
style and the choice of words and the way in
which a word or phrase is normally and correctly
used.
(wikipedia)
Types of Objective
Items
Types of objective items
1. Multiple choice items
2. Error recognition items
3. Rearrangement items
4. Completion items
5. Transformation items
Types of objective items
TYPE 1
Tom ought not to ………..(a. tell b.
having told c. be telling d. have
told) me your secret, but he did.
Examples of Multiple-choice Grammar Items
TYPE 2
Tom ought not to ………… me your secret,
but he did.
a. tell
b. having told
c. be telling
d. have told
Examples of Multiple-choice Grammar
Items
TYPE 3
a. tell
Tom ought not to b. having told
c. be telling
d. have told
TYPE 4
Tom ought not to have told me
your secret, but he did.
a. no change
b. tell
c. having told
d. be telling
Examples of Multiple-choice Grammar Items
TYPE 5
a. Tom ought not to tell me your secret, but he
did.
b. Tom ought not to having told me your secret,
but he did.
c. Tom ought not to be telling me your secret,
but he did.
d. Tom ought not to have told me your secret,
but he did.
Examples of Multiple-choice Grammar Items
TYPE 6
Tom ouht not to have told …….
the secret.
a. ‘so ought you.’
b. Neither ought you’
c. ‘neither you oughtn’t’
d. ‘so oughtn’t you’
Examples of Multiple-choice Grammar Items
TYPE 7
Tom ought not to have told me.
a. Tom did not tell me but he should
b. Perhaps Tom may not tell.
c. om told me but it was not him
d. It was necessary for Tom not to tell
me.
Examples of Multiple-choice Grammar Items
TYPE 8
Tom ought not to have told me.
a. Tom did not tell me but he should
b. Perhaps Tom may not tell.
c. om told me but it was not him
d. It was necessary for Tom not to tell
me.
Examples of Multiple-choice Grammar Items
Syntactical pattering
1. …………………was Robert late last
week? Three times.
a. How much
b. How many
c.How often
d. How long
Examples of Multiple-choice Grammar Items
I ………………………. To go to my
uncle’s farm every weekend.
a. am used
b. used
c. was used
d. use.
Examples of Multiple-choice Grammar Items
ITEM 1
STEP 1: The first step is to reduce the length
of the sentences and to correct the error (and
any other errors in the original sentence).
Thus,
I hope that you wouldn’t mind on such a
long period between my last letter and this
one.
Becomes I hope you won’t mind waiting for
so long.
Constructing multiple –choice items
ITEM 1
STEP 2: Next we write out the sentence,
substituting a blank for the area being tested. We
write in the correct option and the distractor
which the student has provided for us. However,
we have to add a sentence because in certain
(rare) contexts, wouldn’t may be correct.
ITEM 1
STEP 3: We now add another two distractors. Again,
we go to the written work of our students to provide
these distractors. But if we cannot locate any suitable
errors without too much difficulty, we use our own
experience and knowledge of the target and native
languages. Thus, two useful distractors which would
also balance the existing two options might be
shouldn’t and shan’t.
ITEM 1
STEP 4: One suggestion may be that we replace
shan’t with can’t. If students from a particular
language background make such mistakes as
can’t mind, can’t should be used as a distractor,
and possibly shouldn’t changed to couldn’t. As
can be seen at this early stage, the actual process
of item writing is extremely subjective.
ITEM 1
How long are you going to be?
About half an hour, I hope
you…………………..mind waiting for
so long.
A. Won’t B. wouldn’t
C. shouldn’t D. didn’t
Constructing multiple –choice items
ITEM 2
Error……… and enjoy looking the children
playing.
Item: Old Mr Jones enjoys………………
the children playing.
a. looking
b. looking at
c. looking on
d. looking to
Constructing multiple –choice items
ITEM 2
Old Mr Jones enjoys
looking……… the children
playing.
a. -
b. on
c. at
d. to
Constructing multiple –choice items
ITEM 3
Error: I suppose that you were not angry
to me.
Item: I do hope you weren’t
angry………me.
a. to
b. with
c. on
d. about
Constructing error-recognition multiple choice
items
Not only……………………………
/the examination/ very difficult/ unfair/
was/but/it/was/also
It is not advisable…………………..
/the examination/late/up/the night/ to
stay/before
Constructing Rearrangement items
A. By providing a context:
Kim usually goes to the cinema about once
a week but she…………………….. four
films already this month and it’s only the
20th today.
B. By providing data:
I go to the cinema regularly, but it’s ages since I
last saw a play. I go to the cinema regularly, but I
…………………… to the theatre for months.
It (1.)…………………always useful
(2.)………………………..practice
answering the types of questions
(3.)…………………………. you may
(4.)………………………asked.
Types of completion items in context.
A. Combination items
--Students are instructed to join each pair of sentences, using
the word in the brackets.
B. Addition Items
--Students are instructed to insert the word in capitals in
the most appropriate place in each sentence.
a. YET have you answered all the questions?
b. STILL Some students had not mastered the correct
techniques for answering examination questions.
c. OCCASIONALLY There may be little
choice of questions.
It should always be remembered that such items as
the above test ability to recognize or produce
correct forms of language rather than the ability to
use language to express meaning, attitude,
emotions, etc. Nevertheless, it is essential that
students master the grammatical system of the
language they are learning. Thus, classroom test of
grammar and usage can play a useful part in a
language programme.
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