Principles for Writing Multiple-Choice Items in Vocabulary, Grammar, and Reading Tests: A Study on the Test Making Process of an Achievement Test at Fooyin Institute of Technology

單字、文法、閱讀測驗選擇題命題常犯錯誤之探討：以輔英技術學院教師自製成就測驗為例

余美娥(Mei-Er Yu) ； 林宜靜(Yi-Ching Lin)

《宜蘭技術學報》 8期 (2002/06) Pp. 107-114

https://doi.org/10.6179/nit.2002.08.21

摘要

語言測驗在「教」與「學」上扮演舉是輕重的角色，它不但可評估學生的學習成果，也提供了教師檢討教學內容及方法的依據。本文目的在介紹語言測驗之種類與選擇題之特性，並進一步探討單字、文法、閱讀測驗選擇題命題之原則，引用的例子皆為作者在輔英技術學院預計於89學年度下學期實施的教師自製成就測驗中所得之試題，文中也從所得之試題中分析命題常犯之錯誤。最後，本文並提供了英文教師使用選擇題時應注意之要項並給予建議。

關鍵字

成就測驗 ； 誘答選項 ； 選擇項

並列摘要

The purpose of this paper is to outline certain principles for EFL teachers to follow in constructing multiple-choice items in vocabulary, grammar, and reading tests. Item examples are derived from the teacher-made achievement test which is intended to be administered at Fooyin Institute of Technology in the spring semester, 2001. We start by reviewing types of language tests and multiple choice. We then provide guidelines for constructing multiple-choice items in vocabulary, grammar, and reading tests and introduce the upcoming achievement test at Fooyin. We further present the results that the teachers still construct poor items even though the guidelines have been provided in advance. Finally, we propose the limitations of multiple-choice items and suggest the need to offer EFL teachers in-service training programs about language testing.

並列關鍵字

achievement test ； distractor ； option