ITEM TYPE

A test is composed of a number of tasks. The more tightly controlled type of task (the kind used to test reading skills, structural competence, listening and
writing at sentence level) is made up of a combination of the rubric, input consisting of a stimulus such as a text, and the candidate`s response based on items of various types (whether selected or produced) which is scored against a key or mark scheme. A distinction must be made between item based task types and the tasks used in tests of extended writing and speaking, which consist of rubric, input and a response which is scored
against a rating scale or set of criteria as opposed to a key or mark scheme.

Advantages & Disadvantages of Different Item Types
Issues for Consideration

Multiple choice and other selection types
Discrete point and text based multiple choice
True / false
Gap-filling (cloze) with multiple choice options
Gap-filling with selection from bank
Gap-filling at paragraph level
Matching
Extra word error detection

familiar to nearly all candidates in all places
independent of writing ability
easy and quick to mark (use of a template or Optical Mark Reader)
capable of being objectively scored
economical of the candidate`s time, so that many can be attempted in a short period and a range of objectives covered, adding to the reliability of the test.
tests of recognition rather than production
limited in the range of what they can test
incapable of letting a candidate express a wide range of abilities
dependent, in many cases, on reading ability
affected by guesswork - even with three distractors there is a 1 in 4 chance of getting the answer right by guessing, while with fewer distractors the effect increases accordingly
very difficult and time consuming to write successfully
capable of leading to poor classroom practice, if teaching focuses too intensively on preparation for tackling this sort of test item.
Candidate supplied response item types
Short answer item
Sentence completion
Open gap-filling (cloze)
Transformation
Word formation
Transformation cloze
Note expansion
Error correction (proof reading)
Information transfer


are easier to write
allow for a wider sample of content
minimize the effect of guessing
allow for creativity in language use
measure higher as well as lower order skills
have a more positive effect on classroom practice
can provide a similar degree of marking objectivity as selection items.
Difficult to construct in such a way that the required response is clearly indicated
There are often acceptable alternative responses rather than only one unambiguously correct response
Time consuming and difficult to mark (examiner marking rather than clerical or computerized marking)
The issue of spelling (even in tests of reading, listening and structural competence, an element of writing is involved)
WRITING: extended writing questions
Speaking tasks: Presentation, Use of picture prompt, Written prompts, Information gaps

The type of item used should be a function of the type of language ability that is being tested
Ensure appropriate relationship between stimulus and response
It is important to take into account all branches of communicative language ability which are relevant to the purpose of the test.
The item writer needs to be clear about :
• why that particular item type has been selected for the test
• which areas of the test taker`s ability are to be the focus of the items.
When selecting texts for a task it is very important to use texts which are suitable for the purpose of testing the particular candidate population concerned
The level of difficulty of the language must be appropriate, and the subject matter suitable for the candidates` probable age-group and other aspects of their background
In general, topics which might cause distress or offence should be avoided
Texts
Authenticity
Difficulty of texts
Marking and Scoring
Fairness, Reliability
Objective vs. Subjective

Steps to constructing an item
Select the language point(s) that need to be tested;
Select the appropriate type of question;
Provide an appropriate context;
and write good instructions and example(s).