1 0 0 0 OA 多肢選択式語彙補充テストにおける引き付けやすい錯乱肢 : 熟達度に焦点を当てて
- 著者
- 森本 由子
- 出版者
- 全国英語教育学会
- 雑誌
- ARELE : annual review of English language education in Japan (ISSN:13448560)
- 巻号頁・発行日
- vol.19, pp.211-220, 2008-03
The aim of this study was to investigate whether attractive distractors differed by proficiency level in the multiple-choice sentential gap-filling test. In each item, apart from one correct choice, three distractors were prepared: a distractor which had a paradigmatic relationship with the correct answer, a distractor which had a syntagmatic relationship with a word in the context, and a distractor which had no relationship with either the correct answer or the context. The result of a chi-square analysis demonstrated that the lower group was attracted more to distractors with no relationship, but the upper group was likely to select syntagmatically-related distractors. In terms of distractors with paradigmatic relationship, there was no difference among proficiency groups, which was supported by low discriminability of paradigmatically-related distractors. These results provided an implication that using distractors with a syntagmatic relationship with the context or with no relationship makes tests more effective.
- 著者
- 卯城 祐司 中川 知佳子 森本 由子 土方 裕子 渡邊 芙裕美 甲斐 あかり
- 出版者
- 全国英語教育学会
- 雑誌
- ARELE : annual review of English language education in Japan (ISSN:13448560)
- 巻号頁・発行日
- vol.19, pp.201-210, 2008-03
There has been much research conducted to compare open-ended and multiple-choice tests from the viewpoints of construct and difficulty. However, almost no studies have examined the effects of question types in relation to test formats. Through two experiments, this study investigated how question types influence the difficulty of these two test formats. The results of Experiment 1 showed that question types affected item difficulty in open-ended tests; more specifically, thematic questions were the most difficult, followed by inference questions, and paraphrase questions were the easiest. In contrast, the result of Experiment 2, in which the same tests were conducted in the multiple-choice test format, revealed that item difficulty did not differ significantly by question type. In addition, we found that predictability of the results of the multiple-choice test was low compared to the open-ended test. Comparison of these two experiments suggested the importance of choice in the multiple-choice test. Close examination of choices indicated that overlap of words in correct choices and the text influenced the item difficulty.