efltasks.orgefltasks.org/.../7e2d9c00ab7fbc4882e6b8f14307fc35.docx · Web viewAll items in a section should be worth the same number of points and test a ... not just the word or

Me? Write an exam? How to write a communicative exam

JoAnn Miller, Macmillan Publishers

Content Analysis

Skill Sections in Unit Count % PointsFunctions (10 points)

Talking about similarities and differences Talking about preferences

Discussing opinions Talking about past events

Grammar (10 points)

comparative adjectives comparatives and superlatives

Superlative adjectives

Vocabulary (10 points) sports

feelings

GRADING COMMUNICATIVE EXAMS COMMUNICATIVELY

JOANN MILLER, EDITORIAL MACMILLAN, [email protected] WWW.EFLTASKS.NET

http://www.efltasks.net/

mailto:[email protected]







Balancing a Exam

Grammar? Vocabulary? Function? Accuracy or fluency?

Production or recognition? Subjective or objective?









Written Communicative Exams

Reflect course content Test both accuracy and fluency Include both production and recognition sections Test both functions and grammar (as well as reading, writing, listening)

Fluency

The ability to produce language with ease Have a good but not necessarily perfect command of vocabulary and grammar Communicate ideas effectively Produce language without causing comprehension difficulties or a breakdown in communication

Accuracy

Ability to produce grammatically correct sentences May not include the ability to write fluently.

Recognition:

Student chooses the correct answer Multiple choice, true-false, choose from a box Requires less knowledge and analysis

Production:

Student has to write sentences or phrases Complete the conversation Requires a lot of thought

What is a function?

The communicative purpose of the users of the language Usually expressed as gerunds: introducing, apologizing, asking directions, requesting Are much more communicative and relate to fluency more than accuracy If you get the function right, even if you make a grammar mistake, you can be understood.

Functional Sections

Complete the conversation Complete the conversation. Use the words in parentheses. Circle the correct answer to complete the conversation. Write the conversation in the correct order. Write sentences from the box.





Production vs. Recognition: Grammar and Functions

Recognition

worth fewer points—less work

fill in (verb, adjective form) write words from the box multiple choice

Production

worth more points—more work

fill in (subject / verb) ordering (words or conversations) ordering (plus one) cued sentences complete the conversation

Correcting

Grammar, Reading, Vocabulary, Listening

In general these sections are all right or all wrong. We rarely give partial credit. These sections test accuracy.

Communicative sections

You can give partial credit These sections test fluency. Ask yourself if the S’s answer communicates what the S wants to say.

Examples of partial credit

Correct answer: What’s your name?

Student writes: What you name?

Correct answer: If you invited me, I’d go.

Student writes: If you invite me, I go.

Correct answer: I went to the movies yesterday.

Student writes: I go to the movies yesterday. / I go to the movies.





(LICENCIATURA EXAM, COURSE 1, MIDTERM EXAM. TEXT: ATLAS 2; ACTUAL STUDENT RESPONSES)

The student sees this:

IV. The clerk knows Cleopatra. Caesar asks the clerk about Cleo. Complete the conversation. Use the words in parentheses. ( 4 points, .5 each)Clerk: Yes, I know her.Julius: (1) _______________________________________ (work) ?Clerk: (2) _______________________________________ ( palace downtown).Julius: (3) _______________________________________ ( do) ?Clerk: (4) _______________________________________ ( help people).Julius: (5) _______________________________________ ( close friend)?Clerk: Yes, (6) _______________________________________ (funny).Julius: (7) _______________________________________ ( sports)?Clerk: Yes, (8) _______________________________________ ( tennis ).Answer key. Teachers use as a guide. Not the only answers possible.

IV. Functions. ( 8 points, 1 each)1. Where does she work? 5. Does she have a close friend?2. (She works) at the palace downtown. 6. she’s funny3. What does she do? 7. Does she like sports?4. She helps people 8. she likes/plays tennis.

Student 1: Points: / 8

Clerk: Yes, I know her.Julius: (1) Where does she works?Clerk: (2) She does work palace downtown.Julius: (3) Where do she does? Clerk: (4) She does help people.Julius: (5) Where does she close friend?Clerk: Yes, (6) she does funny.Julius: (7) Where does she lift sports?Clerk: Yes, (8) she does play tennis.


Clerk: Yes, I know her.Julius: (1) You do?Clerk: (2) I’m work in the palace downtown.Julius: (3) What do you do? Clerk: (4) I’m help help people.Julius: (5) How you close friend?Clerk: Yes, (6) they are funnyJulius: (7) ar you play sports?Clerk: Yes, (8) I’m play.


Clerk: Yes, I know her.Julius: (1) Where does she work?Clerk: (2) She work at the palace downtown.Julius: (3) What does she does? Clerk: (4) She helps people.Julius: (5) Does she have a close friend?Clerk: Yes, (6) she does. She’s very funny..Julius: (7) Does she like sports?Clerk: Yes, (8) she play tennis.


Clerk: Yes, I know her.Julius: (1) What does she works?Clerk: (2) She works in palace downtown.Julius: (3) What does she do? Clerk: (4) Work with help people.Julius: (5) Are you close friend?Clerk: Yes, (6) she is funny.Julius: (7) Are you practice sports?Clerk: Yes, (8) she plays tennis.





How to write an exam section

1. Have the following materials available BEFORE you begin writing: paper, pencil, eraser (or computer if you like to write directly to the screen), relevant content analysis, textbook and workbook.

2. Look at the Content Analysis for the exam you are writing. Remember you MUST use the number of points indicated in the analysis.

3. Complete the Exam Writing Worksheet. This will help you keep on track.

4. Before you start writing, look through the units covered in the exam and check where your items will come from. In the content analysis, the columns will tell you where the items were found. W = workbook.

5. Make notes of what you want to include in the section before you start writing.

6. Most exam sections should reflect REAL communication. Think of a real conversation…use your imagination. Be creative. Try to make the language sound real.

7. Prepare an answer key for each exam section…give all the possible correct answers you can think of.

Exam Sections and Grading:

What is an exam section?

• A certain number of items testing the same skill / aspect





• To be communicative, they should be written as a conversation, note, letter, or some “real” type of discourse

• All items in a section should be worth the same number of points and test a similar skill (all grammar, all vocabulary, all functions, etc.)

• The sections are based on the points required by the Content Analysis.

Determining sections

• You can combine point values within the same aspect.– Put two grammar structures in the same section

• You can divide point values between two sections– Divide the points from one structure and put them in two sections

Communicative Exams: Testing Functions

Functions:

The communicative purpose of the users of the language. How language is used. Usually expressed as gerunds: introducing, apologizing, asking directions,

requesting They are the best way to test a student’s communicative ability. The

exam could be oral, but testing functions in a written exam:-provide a written record of a student’s knowledge

-can be more objective

-can be used to test both recognition and production

-the time given a student to prepare an answer on a written exam allows for a better reflection of the student’s competence and student’s errors are often windows into how the student really understands the language.

In most textbooks they are located in the Scope and Sequence at the beginning of each text. Sometimes they can be found under Speaking and / or Writing. Look for the gerund forms.





These are some of the most common ways to test functions: (Note: The point values on these sections don’t necessarily reflect the points on your exams since they come from different textbooks.)

For recognition:

Match the questions/answers; complete the sentences.

These are good for lower levels where there is a lot of Q-A practice or for higher levels when you are interested in a student’s ability to distinguish meaning between different kinds of clauses (e.g. if clauses).

Match the questions with the correct answers.

1 Where do you usually go on vacation? a I don’t agree. I usually run.

2 What are you doing? b To the beach.

3 I think walking is great exercise. c I usually walk.

4 How do you get to school? d I’m getting some exercise.

5 Do you usually walk to work? e No way! It’s twenty kilometers from here.

Be sure there is only one right answers for each one…

Put the conversation in the correct order:

These sections are great for testing a student’s knowledge of discourse…not just the word or sentence level, but how the conversation holds together. I’d use these from Book 2 up.

Put this conversation in the correct order. Write the numbers 1–5.

___ In fact, I did. I saw Henry, and he wasn’t eating with his wife.

___ Oh, I went there last night. It was okay, but a lot of well-known people go there.

___ Really? Did you see anyone we know?





___ Not really, but I saw an ad for a new restaurant on State Street. It looks good.

___ Celeste, do you have a favorite restaurant?

Be sure the conversation is logical and only has one possible answer. Use a lot of recursive devices (pronouns, expressions of interest, logical repetitions).

Write the correct words from the box:

These are great for testing a student’s knowledge of the lexical chunks that make language fluency possible. It isn’t really vocabulary…it’s know when to use specific chunks in a context.

Write the correct words or phrases from the box.

as I said back at the start

as you probably know

it works by it’s a ridiculous idea

not in my experience

one of its features this part is called

Chuck: I’m glad you could give me some time to hear my presentation about this new product, Mr. Lane. This is a new, innovative TV remote control. (1)_______________________ is that it doesn’t need batteries. (2)______________________thought power. (3)________________________the “thought catcher”. You just think and the channel changes. (4)_______________________, mental force is the strongest power on earth.

Mr. Lane: (5)_________________________.

Chuck: Not really, Mr. Lane. (6)_________________________this is a very innovative invention.

Mr. Lane: (7)_________________________, Chuck…and I have to get back to work.





For production

These sections are less controlled that the recognition sections and they are also more subjective. When grading, remember you are grading the student’s ability to communicate, NOT his knowledge of grammar or vocabulary (those are tested elsewhere).

More controlled:

A reporter is interviewing a man who is finishing a trip around the world. Complete this conversation in a logical way. Write complete sentences. Use the words in parentheses.

Reporter 1 ___________________________________ (start)?

Man I started in New York.

Reporter 2 ___________________________________ (then / go)?

Man I took a ship to Europe and stayed there for six months. Then I took a train to the Middle East

and from there I drove all the way to Vietnam.

Reporter 3 ___________________________________ (how / cross / Pacific)?

Man I took another ship there and crossed the Pacific.

Reporter Now you’re driving across the United States.

4 ___________________________________ (how long / travel)?

Man For over a year.

Reporter 5 ___________________________________ (buy / anything)?

Man No, I hate shopping.

Less controlled:

Complete the conversation. Use the correct forms of the words in parentheses, if any.





Jane: Ken got a bad grade on his last algebra exam. He can still pass the course, can’t he?

Martha: Well, he can pass (1) _______________________________________________________ (if / study).

Jane: You had problems in algebra, didn’t you?

Martha: (2)_______________________________, but (3)_________________________________________

_________________________(change / study habits).



Me? Write an exam? How to write a communicative examJoAnn Miller, Macmillan Publishers

Testing Grammar

You decide how to divide up the 10 points between the number of sections you plan to have.

These are the formats you can use to test grammar. (Note these sections do NOT necessarily come from your textbook and are not made to follow your exam system.)

1 point sections:

Write the correct form:

Write the correct simple past, simple present perfect or present perfect progressive forms of the verbs in parentheses. Use the progressive form whenever possible.

A How long 1 __________ you __________ (study) French?

B I 2 __________ (learn) it since I 3 __________ (be) in France six years ago.

I 4 __________ (be) to many different schools. This one is the best I 5__________ (find).

This format is used for testing verb tenses or comparative/superlative.

Circle the correct answer. (Multiple choice.)

Circle the correct words or phrases. X means no word is necessary.

1 To know / Knowing how to act around people you love is very important. 2 After / When you are getting

acquainted with someone, you should always listen more than you speak. 3 After / When you have gotten

to know the person, you should continue to listen to him/her. Remember, 4 the / X most important thing is

to listen. In all cases, 5 the / X love comes through listening.


Use this format for testing all grammar structures. You can even use it for verb tenses. There can be 2, 3 or more options. Sometimes you only need 2 (see example).

Write the correct words from the box.

Complete the paragraph. Use words from the box. Do NOT repeat. (5 points, .5 each)

’s going to shouldn’t hopes too he’d likeShould enough isn’t going to as I’m going to

My father plans to take his vacation early this year. He isn’t sure, but (1)_______________ to go to Russia and he (2)_______________ to go in the winter. He loves cold weather. I told him he’s (3)_______________old, but he told me he was still young (4)_______________ to enjoy himself. He says he’s (5)_______________young as he thinks he is. These are his plans. He (6)_______________ leave in January and he (7)_______________return until the end of February. He thinks I (8)_______________go with him. I (9)_______________think about it. I guess I (10)_______________ worry so much about the cold.This is an alternate form of circle the correct answer and can be used with any forms. You can have more words in the box than blanks in the exam.

2 points sections:

Write the subject and verb in the correct order AND write the correct form of the verb in parentheses. (Complex gap fill)

Write the subject and verb in the correct order. Write the correct forms of BE. NEG. means negative. The first one is an example.(4 points, 1 each)

A: Where (Ex.) is Bob (Bob / be) from?

B: (1) _______________________ (he / be) from Canada.

A: What (2) ___________________________________ (his telephone number / be)?

B: It’s 460-5049.

A: No, (3) _______________ (it / be-NEG.).


(4)__________________ (that–be) my phone number.

This is similar to the gap fill in the A sections, but having to put the Subject/Verb in the correct order makes it more complex and so each item can be worth more.

Word order (Can also be 1 point each depending on difficulty).

Write the words in the correct order.

1 car / her / last / let / me / My / night / sister / use / .

__________________________________

2 told / to / take / She / of / me / it / good / care / .

__________________________________

3 car / condition / good / in / me / She / the / told / was / .

__________________________________

4 where / was / She / me / I / going / asked / .

__________________________________

5 decided / hadn’t / her / I / told / we / yet / .

__________________________________

Use this when word order (syntax) is important. You can make it more difficult by adding one word that isn’t used. Mention it in the instructions. Note: Try to make the sentences related so they have a context.

Transformations.

Join the pairs of sentences by making relative clauses. (3 points, 1 each)

They have a house in Cuernavaca. I went there last weekend.(1) ___________________________________________________________.My sister has a new job there. She really loves it.(2) __________________________________________________________.She has a nanny. She also goes to school.(3) ________________________________________________________.

Use this ONLY when it has been done in the book. These tend to be very contrived and difficult. If there is a similar exercise in the book or workbook,


you can use this format. Common structures: clauses, reported speech, indirect questions, passive (but it’s very unnatural). Note: Try to make the sentences related so they have a context.

Remember…to make a section testing grammar communicative, you need context .

Testing VocabularyEach of your exams has ONE or TWO vocabulary sections. You decide how you want to test vocabulary. Before you begin writing a vocabulary section, find the vocabulary from the content analysis (the points are listed there) in the textbook and choose the words you want to test in each section. I suggest you choose either important words (but not necessarily the easiest) or the words that you suspect will cause problems (false cognates, etc.).These are the formats you can use to test vocabulary. Circle the correct answer. (Multiple choice) 2 or 3 options. It depends on the words being tested.) VII Circle the correct words or phrases.A Sally is a 1 close / near friend of mine. Tomorrow is her birthday and I want to give her something nice.B Why don’t you give her some incense? She loves to 2 set off / light some in the evening.A No, I gave her some last year. This year I want to make her something sweet. You have an 3 excellent / exciting recipe for apple pie, don’t you? Why don’t you help me make one?B Okay.(two hours later)B Be careful. I said 4 a dash / a handful of salt. If you use that much it’ll taste awful.A Sorry. This is just too difficult. I think.

Write the correct words from the box. You can add distractors which makes it more difficult.Write words or phrases from the box. chat conscious decision good-looking hang-ups mother tongueA I don’t know if I like Miguel.B Why? He’s 1 _____________ and friendly. I admit he has a few 2 _____________.A Yeah, like talking French all the time?B Well, yes. He made a 3 _____________ to speak only French until he learned it well. That’s how he learned English.A What’s his 4 _____________?B Spanish.A Well, I tried to have a 5 _____________ with him yesterday and I couldn’t understand anything.B Maybe you should study French.


Matching. (You can add distractors which makes it more difficult. Find the missing word or words in the sentences in the right column. You won’t use all the words. 1.Prof. Jenkins gave a ___ last night. _____ a after2. I was looking ___ to it. _____ b. bilingual3.Unfortunately it turned ___ an argument. _____ c. chat4.He said many foreign students aren’t really

___.____ d. discussion

5. He said many don’t even speak ___ English.

_____ e. forward

6.When he finished, we had a big ___ in the cafeteria.

_____ f. into

7. Many people ___ believed he was wrong. _____ g. just h. lecture i. standard j. upThis is another version of the previous type section. Try to put the sentences on the left in context. As you can see, you can add extra words. Remember…to make a section testing vocabulary communicative, you need context.


Testing the Skills

Testing Reading, Writing, Listening and Speaking is different than testing functions, grammar and vocabulary. The major difference is that we don’t use the content analysis in the same way. Since the skills are presented in a different way and there are not as many points presented, we don’t count up the number of activities per skill in the content analysis.

When you write exam sections testing skills, go to the textbook units being covered. Note the following:

1. What types of texts are the students reading/hearing or what types of activities are they producing (writing). You should include similar texts/activities in the exam.

2. With reading and listening note what kinds of exercises they are doing in both the book and workbook. There probably are lots of comprehension exercises, but there also might be exercises related to other strategies: prediction, vocabulary from context, sequencing, etc. If these are included, they should appear in the exam.

Testing ReadingFinding a text:

You can take a text from any source, including the Internet or other textbooks, since your exams are for in-house use and are not copyrighted.

--Choose texts that are similar to those in the textbook.

--You can change/edit the texts to simplify them.

--Don’t choose texts that are too long or complex. Be sure they don’t need a long context to be understood.


Formats:

The most common testing formats are: multiple choice, true/false and short answer. You can use other formats (such as putting events in the correct order), but only if students have done them in the units being tested.

(Note: these exam sections were NOT written for your school. They are from a different text and school. They are just examples.)

(1) One reading text with two exam sections:

Jared Pierson knows a thing or two about chocolate. In addition to co-owning Imatra chocolate, Pierson works under a division of his company called "The Chocolate Guy -- San Diego," a company that offers chocolate and cheese fountain rentals among other chocolate related products for sale online. Pierson's business has attracted high-profile clientele such as Shaquille O'Neal, John Travolta, the mayor of San Diego and the NFL.

"Most of our events are done with hotels and catering companies that rent our equipment, but we also do private events," Pierson said. "The majority of business is on the weekends. A typical Friday, Saturday and Sunday include about eight events per day."Pierson did not have to attend culinary school to create his successful business, but he said that his mother is well-versed in working with chocolate and has experience in catering. "I didn't go to school and learn about chocolate; it's all about experience and learning it on my own," Pierson said.Salary: As his own boss, Pierson's salary is his decision, but he said his company grossed $350,000 last year.A. Circle T (true) or F (false). (5 points, 1 each)T F 1. Mr. Pierson owned the Imatra company alone.T F 2. The company works a lot online.T F 3. They also sell cheese.T F 4. “The Chocolate Guy—San Diego” is a separate company.T F 5. A lot of famous people have used his products.B. Answer the questions below. (10 points, 2 each)1. Where do they usually do their events? __________________________________2. When do they work the most? ________________________________________3. How many events do they often do in a day? ______________________________4. How did Pierson learn about chocolate? ________________________________5. What is another way of saying “cooking” school? __________________________

(2) This version takes longer to do since students have to read two texts. Write two reading texts each with its own exam section. I don’t recommend it for only 10 points.

X. Read the following article. Then circle T (true) or F (false). If the answer is F (false), correct it in the space provided. (10 points, 2 each)

Spencer Tracy and Katharine Hepburn were famous Hollywood actors. Kate Hepburn met the fantastic actor Spencer Tracy when she was 33 and he was 42. They


felt an instant attraction and she always did what he wanted to do, what he wanted to eat, what he desired.

Hepburn once said men and women should live next door to each other, and for years, she and the married Tracy kept company but never lived together. Only when he got sick after years of drinking, she retired from films to care for him. After he died, she called his wife and said, "You know...you and I can be friends." "Well, yes," Louise Tracy said, "but you see, I thought you were only a rumor."

She described herself as being too selfish and ambitious to have children. Yet she surrendered all to him--of her own volition. In various passages from her autobiography, Hepburn, the daughter of a birth-control crusader, sounds disconcertingly unliberated: "We passed 27 years together in what was to me absolute bliss. It is called love. I could never have left him. I wanted to protect him. I struggled to change all the qualities I felt he didn't like. I was his." And then there is this startling admission: "I have no idea how Spence felt about me. He wouldn't talk about it."

T F 1. Spencer Tracy and Katharine Hepburn were married._________________________________________________________T F 2. Spencer Tracy was married to another woman. _________________________________________________________T F 3. Hepburn’s mother was a very conservative woman. _________________________________________________________T F 4. Spencer Tracy told Katharine he loved her many times. _________________________________________________________T F 5. Tracy and Hepburn were actors. _________________________________________________________ XI. Read this biography and answer the questions. (5 points, 1 each)

John F. Kennedy was the 35th President of the United States. He was President for only three years, but he is still remembered fondly by many people. He was assassinated in Dallas, Texas on November 23, 1963. He was 46 years old.

He had been on an electoral tour of the South of the United States when he visited Dallas, Texas. He was riding in an open car with his wife, Jacqueline, and the governor of Texas. The motorcade arrived at Dealey Plaza just after noon. They turned the corner and passed by the Schoolbook Depository Building. Just then, the people who were applauding him as he passed heard gunshots. The President put his hand to his throat. The governor of Texas also felt pain in his back. Then they heard another shot. The President had been shot in the head.

Less than an hour later, Lee Harvey Oswald was arrested and accused of killing President Kennedy. We never heard his story, though. Two days later, he was murdered by Jack Ruby in front of reporters, television cameras and the police.

A government commission, The Warren Commission, after months of investigation announced that Lee Harvey Oswald was the only assassin and that he acted on his own. Many people have had trouble accepting these findings and there are many different theories about who killed President Kennedy and why it was done.1. Where was Kennedy assassinated? ______________________________________________2. Why was he there? ___________________________________________________3. Who was he with? ________________________________________________________4. Who was accused of killing Kennedy? ______________________________________________5. What happened to this person? _________________________________________________


Testing Listening

Finding a listening scripts:

You can take a scripts from any source, including the Internet since your exams are for in-house use and are not copyrighted. Old textbooks that you have the CD for are great. However, it might be easier for you to take recordings from the your texts test disk IF the recording were NOT taken from the text. Rewrite the exam sections. You need the practice.

If you choose recordings from different sources,

choose recordings that are similar to those in the textbook. don’t choose scripts that are too long or complex. Be sure they don’t

need a long context to be understood.

Recording:

If you want, you can record your own listening sections. I’m sure your “techie” people can help you. You can record them on a computer and then burn them onto a CD.

Formats:

The most common testing formats are: multiple choice, true/false and short answer. You can use other formats (such as putting events in the correct order), but only if students have done them in the units being tested.

You have the following choices:

(1) Write one listening recording with two exam sections: Note: This comes from a different textbook and is used in a different school.

A. Write short answers. ( 16 points, 2 each)

1. What was the King like? ___________________________________2. Why were the people very poor? _______________________________3. Why didn’t the man pay his taxes? ______________________________________4. What will happen if the man doesn’t pay? _____________________5. What does the man offer to do? _____________________________________6. How long does he have to do it? _________________7. What will he get if he can do what he says? ___________________________8. What will happen if he can’t? _____________________________________ B. Match the phrases. Write the letters. The first one is an example. ( 4 points, .1 each)


1. If the King dies, 1. a . a. they’ll probably let him go.2. If the horse talks, 2. _______ b. he’ll be free of the King

anyway.3. If the horse dies, 3. _______ c. he’ll be a rich man.4. If the man dies, 4. _______ d. the King will kill him.5. If the horse doesn’t talk, 5. _______ e. they probably won’t kill him. (2) This version takes longer to do since students have to listen to two texts. Write two listening scripts each with its own exam section:

Listen to the conversation and then answer the questions. (15 points, 3 each)1 What were Bob and Sherry going to do? ________________________________________

2 Where is Bob going? ________________________________________

3 Where is Sherry going? ________________________________________

4 Whose scholarship was bigger? ________________________________________

5 What could they do during a break? ________________________________________

Listen to this radio ad and circle True or False. (5 points, 1 each)

True False 1 Newport Tours has trips to the beach.

True False 2 Two people could go to the beach for two nights for 400 dollars.

True False 3 One person could go to the beach for three nights for 250 dollars.

True False 4 You have to buy your own dinner.

True False 5 You have to take a bus to the beach.


How could you improve these multiple choice items?

1. California:a. Contains the tallest mountain in the United Statesb. Has an eagle on its state flag.c. Is the second largest state in terms of area.*d. Was the location of the Gold Rush of 1849.

2. If the pressure of a certain amount of gas is held constant, what will happen if its volume is increased?

a. The temperature of the gas will decrease.*b. The temperature of the gas will increase.c. The temperature of the gas will remain the same.

3. Suppose you are a mathematics professor who wants to determine whether or not your teaching of the unit on probability has had a significant effect on your students. You decide to analyze their scores from a test they took before the instruction and their scores from another exam taken after the instruction. Which of the following t-tests is appropriate to use in this situation?

*a. Dependent samples.b. Heterogeneous samples.c. Homogeneous samples.d. Independent samples.

4. The term hypothesis, as used in research, as defined as:a. A conception or proposition formed by speculation or deduction or by abstraction and

generalization from facts, explaining or relating an observed set of facts, given probability by experimental evidence or by factual or conceptual analysis but not conclusively established or accepted.

b. A statement of an order or relation of phenomena that so far as is known is invariable under the given conditions, formulated on the basis of conclusive evidence or tests and universally accepted, that has been tested and proven to conform to facts.

*c. A proposition tentatively assumed in order to draw out its logical or empirical consequences and so test its accord with facts that are known or may be determined, of such a nature as to be either proved or disproved by comparison with observed facts.

5. How long does an annual plant generally live?*a. It dies after the first year.b. It lives for many years.c. It lives for more than one year.*d. It needs to be replanted each year.

6. A word used to describe a noun is called an:*a. Adjective.b. Conjunction.c. Pronoun.d. Verb.

7. Which of the following would do the most to promote the application of nuclear discoveriesto medicine?

a. Trained radioactive therapy specialists.*b. Developing standardized techniques for treatment of patients.c. Do not place restrictions on the use of radioactive substances.d. If the average doctor is trained to apply radioactive treatments.

8. You have just spent ten minutes trying to teach one of your new employees how to change a typewriter ribbon. The employee is still having a great deal of difficulty changing the ribbon, even though you have always found it simple to do. At this point, you should:

a. Tell the employee to ask an experienced employee working nearby to change the ribbon in the future.

b. Tell the employee that you never found this difficult, and ask what he or she finds difficult about it.

*c. Review each of the steps you have already explained, and determine whether the employee understands them.

d. Tell the employee that you will continue teaching him or her later, because you are becoming irritable.

9. Which of the following is the best indication of high morale in a supervisor’s unit?


a. The employees are rarely required to work overtime.*b. The employees are willing to give first priority to attaining group objectives,

subordinating any personal desires they may have.c. The supervisor enjoys staying late to plan the next day.d. The unit gives expensive birthday presents to each other.

Documents

efltasks.orgefltasks.org/.../7e2d9c00ab7fbc4882e6b8f14307fc35.docx · Web viewAll items in a section should be worth the same number of points and test a ... not just the word or