چکیده:
This paper is intended to illustrate the essential steps, which should be taken by English language teachers when they practice developing a test, especially, in this respect, a norm-referenced one. In particular, the interest is in developing a preposition test since it plays a key role in the pass or failure of the candidates, particularly in the international exams such as First Certificate in English (F.C.E.), Test of English as a Foreign Language (TOEFL), or International English Language Testing System (IELTS). Thirty multiple-choice test items which were believed to test prepositions as the construct were developed. The items were pretested, and based on the description of item analysis (i.e. item facility analysis and item discrimination analysis), they were revised. Afterwards, they went under the validation process, and the findings are reported.
خلاصه ماشینی:
"Mehrnaz Saghafi TEFL, MA Student, Al-Zahra University Abstract This paper is intended to illustrate the essential steps, which should be taken by English language teachers when they practice developing a test, especially, in this respect, a norm-referenced one.
, the teacher of the class wanted to devise a set of test items to predict the learners' performance on the Use of English paper in F.
In point of fact, 20% of marks in Use of English section is dedicated to prepositions; the teacher found prepositions worth investigating as the construct since in the case of learners whose scores are close to the cut-off score, responding correctly or incorrectly to a single test item determines his/her pass or failure in the exam.
J. Fitikides, and based on the teacher's intuition, a gap, which needed to be filled in with a preposition, was made in each test item.
The test developed by the teacher is also an NRT because it examines learners' general proficiency and competence of English prepositions.
Afterwards, to calculate the ID, we should use the following formula: ID/- / به تصویر صفحه مراجعه شود)) According to what is found in calculating ID for each test item, it is believed that most of them discriminated the high proficient testees from the low proficient ones well; however, items 2, 19, 22, and 23 could not discriminate them since their ID equaled 0.
Therefore, we can be somehow sure that the obtained scores are consistent, the test has checked students' true knowledge, and their answers were not based on guessing."