The interaction between language proficiency and discipline-related background knowledge is an important feature of LSAP (Languages for Specific Academic Purposes) tests and is viewed as a necessity in these tests unlike general purpose language tests which try to diminish the potential effect of discipline-related knowledge. Therefore, variables…

This study is the first to compare objective and subjective measures of explicit and implicit knowledge under learning from incidental exposure. An experiment was conducted, during which L1 English speakers were trained on a semiartificial language, "Japlish." A measure of explicit knowledge and a recently proposed measure of implicit…

The current research aims at identifying the analytic domain of multiple-intelligence and English objective test. The research is trying to answer that if there is a correlation between the analytic domain of multiple-intelligence and the English objective tests. Thus, the research has adopted a close questionnaire for diagnosing analytic domain…

Evaluation on the foreign student's competence of Indonesian language is required to assess their achievement. This research aimed to identify the difficulty level of test instrument, analyze the difference of foreign students' competence for Indonesian language and to analyze the correlation of students' competence over various objective test…

The study aims to determine the magnitude of the correlation between subjective estimates and objective measures of English competence among Turkish students in an Agean Region State university. The sample includes 210 participants (100 females and 110 males), whose average age was 20.99. Subjective estimates included overall levels of English…

Prepositions are small words that serve important functions in the meaning of sentences. They show relationships between persons, objects, places etc. They also act as vital markers to the sentence structure. This descriptive analysis measured and analyzed the common errors of 44 grade 9 students in the use of prepositions using an objective test.…

Students of English as a second language (ESL) are often perplexed by English phrasal verbs (PVs) and must seek aid to understand the meanings of such phrases. Understanding an independent verb is simple, but the meaning of a verb can change depending on the context in which it is used as well as its object(s). In other words, since PVs using the…

In this study, word knowledge and its relation to text comprehension was examined with 50 Chinese- and 20 Korean-speaking second language (L2) learners and 40 first language (L1) speakers of Japanese. Breadth and depth of word knowledge were assessed by a word-definition matching test and a word-associates selection test, respectively. Text…

The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to…

This study, which is part of a large-scale study of using objective measures to validate assessment rating scales and assessment tasks in a high-profile school-based assessment initiative in Hong Kong, examined how grammatical complexity measures relate to task type and analytic evaluations of students' speaking proficiency in a classroom-based…

This paper examines the quality of tests that Hong Kong teachers of English as a Foreign Language (EFL) produce for their own EFL students. The paper examines the effects on graduate teachers of a language testing programme where participants produced objective tests, proceeding through the stages of test specification, moderation, and item…

States that "objective tests" are based on suppositions. Different types yield different results; therefore they cannot all be objective. The commonly accepted idea that multiple-choice tests are the most objective is attacked. (Text is in German.) (IFS/WGA)

The experiment described here was designed to find out which of two methods of testing--blank-filling and translation--gave the more accurate guide to linguistic ability. Two tests were devised to elicit identical correct answers using different means (blank-filling and translation). They were administered to two different classes of Guinean lycee…

Analyzes briefly the results of a questionnaire distributed to secondary English teachers in Ghana, Nigeria, and Ethiopia, concerning the use of objective tests, their effects on teaching, and teacher attitudes toward them. School leaving certificate examinations in these countries are closely linked to employment opportunities. (MSE)

Two kinds of objective tests are discribed which are fairly easy to construct and which stress overall language ability and language predictability. Cloze tests involve filling in passages from which every nth word is missing; noise tests the interpretation of recordings on which noise is superimposed. (RM)