TEST TIME IN MINS. NO. OF ITEMS MEAN S.D.

Form A

Test 1 10 30 4.4* 4.3*

Test 2 10 30 9.0 5.3

Test 3 12 25 11.1 4.3

Test 4 12 25 11.5 6.5

Total
44 110 37.1 16.7

Form B

Test 1 10 30 8.9 4.7

Test 2 12 74 34.8 16.2

Test 3 12 25 11.2 4.3

Test 4 10 50 22.1 10.4

Total
44 179 76.2 30.8
Test Section Type Of Test Items Number Of Test Items

N1 N2 N3 N4 N5

Kanji Reading 6 5 8 9 12

Vocabulary
Orthography - 5 6 6 8

Word Formation - 5 - - -

Contextually- Defined Expressions 7 7 11 10 10

Paraphrases 6 5 5 5 5

Usage 6 5 5 5 -

Total Number Of Test Items 25 32 35 35 35

Sentential Grammar1 ( Selecting

10 12 13 15 16
Grammar Form)
Grammar

Sentential Grammar 2 (Sentence

5 5 5 5 5
Composition)

Text Grammar 5 5 5 5 5

Total Number Of Test Items 20 22 23 25 26

Comprehension (Short Passages) 4 5 4 4 3

 Reading

Comprehension (Mid-Sized Passages) 9 9 6 4 2

Comprehension (Long Passages) 4 - 4 - -

Integrated Comprehension 3 2 - - -

Thematic Comprehension (Long

L 4 2 - - -
Passages)
a
n
g Information Retrieval 2 2 2 2 1
u
a
g Total Number Of Test Items
e
K 26 21 16 10 6
n
o
w

Task Based Comprehension 6 5 6 8 7

Listening
Point Comprehension 7 6 6 7 6

Summary Comprehension 6 5 3 - -

Utterance Expressions - - 4 5 5

Quick Response 14 12 9 8 6

Integrated Comprehension 4 4 - - -

Total Number Of Test Items 37 32 28 28 24

 Type Of Item Most Appropriate For Each Type Of Learning

Motor skill

Discriminaton

attudes
Domain

Verbal informaton

Problem solving

Cognitve strategy
Rules
Concrete Concept
key
x very appropriate for
Type Of Item
[Type a quote from the document
C Cognitive
P Psychomotor
or the summary of an interesting
A Affective
point. You can position the text box
anywhere in the document. Use the
comments
Text Box Tools tab to change the
OBJECTIVE
formattingfor
ofitems
the pull quote text
True/ False C X x x Efficient
box.]
with only two
logical responses
Completion C X X Natural for brief
responses
Multiple- C x X X Use when answer is
Choice long, reduces effect
of guessing
Matching C x x x x Efficient but not for
higher level
learning task

ESSAY
Essay C x x x x Score systematically
Extended C x x x x Clarify required
Report components

ACTIVITY
Lab Reports C x x x Type of learning
used for depends
on content &
structure
Exercise C,P x x x Separate use for
testing from use for
instruction
Projects C,P,A x x x Good for interactive
domain learning

OBSERVATION
Checklist P,A x x x Excelent for
procedural
knowledge &
practice
Rating scales P,A x x x Self or
observational,
degrees of
subjectivity
 Anecdotes A x subjectuve
Interviews A x x Revealing, can have
degree of
objectivity

APPLICATION
Problem C,A x x xx For higher level of
solving learning
Product C,P,A x x x x x Especially for
interactive domain