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Make sure that the students can’t just copy chunks without understanding them by requiring a different organisation to the text. These tasks encourage deep processing of information. The interpretation of text, diagram or tables is a skill that is very useful both in academic and everyday life.

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An information transfer activity involves getting students to put spoken or written texts into another form, such as a chart, grid, picture, table or diagram – or vice-versa.

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5. To make marking easier, a special answer sheet and an answer key may be used. Learners circle the correct answer.

6. Because of the ease of marking, multiple-choice is useful when there are very large numbers of tests to mark. Computer marking is possible.

7. Practicality is a strength of using multiple-choice tests. However, making multiple-choice tests is not easy.

8. Making four plausible choices is usually a challenge and good multiple-choice questions require a lot of trialling.

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4. Multiple choice questions can be checked by:

· Checking the length of the answers to make sure that the correct answer is not always shorter or longer than the distractors

· Asking a native speaker to answer the test to see if they get all of the answers correct

· Getting a colleague to look critically at the items to see if they can see any problems with them

· Looking at learners’ answers to the items to see if some items are too easy or too hard or if the learners are all choosing the same wrong choice.

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1.  Multiple-choice questions can focus on details (microstructure) and on more general aspects (macrostructure) of the text,

2.  Difficulty in using multiple-choice to measure global comprehension.

3. If a multiple-choice test has not been well prepared, learners may be able to get a reasonable score without reading the text, and part of the preparation of a good test involves checking this.

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Marking is usually very easy, and most learners are familiar with multiple choice tests, although they may not have good strategies for sitting them.

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Typically there is a stem with four choices, one of which is correct. In order to produce a large number of questions to make the test reliable, quite a long text or several short texts are needed.

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These question forms are all grouped together because the answer to the question is contained within the question or instructions, and thus the learners do not have to compose their answer.

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When learners write their own answers, a range of differently worded answers is likely to occur.

Markers then have to be consistent and fair in the way they score these answers. This is primarily an issue of reliability. It is best dealt with by making and adding to a list of possible answers with their corresponding marks, and getting another teacher or highly proficient reader to answer the test and then afterwards to check the list of possible answers. The pre-checking by another teacher may result in changes to the questions to limit the answers that are possible.

The answer sheet where the learners write their answers can have a set space for each answer and learners have to keep their answers within the limits of that space.

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They are suited to checking literalcomprehension because it is notdifficult to write the questionsavoiding the samewords that are used in the reading text.

They are suited to inferences, application and respondingcritically because the learners have to searchfor and construct their ownanswers using what is found in the text.

They can be marked using a gradingscale, for example 0, ½, 1 or 0, 1, 2, 3 marks for each question depending on the completeness and accuracy of the answer. This allows credit to be given for partial comprehension and credit to be given for high quality comprehension.

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•Usually for comprehension, short answers are required and these forms of questions are called short answer questions.

•If the answers the learners have to make are short, then more questions can be answered, thus increasing the reliability and validity of the test.

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These questions require learners to make a written answer which can range in length from a single word to several paragraphs.

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Comprehension tests can use a variety of question forms and can have a variety of focuses. Here we will look at the various forms and consider their:
reliability, validity, and practicality.

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Achievement tests could test various reading strategies, speed of reading, word recognition, reading aloud, or note-taking from reading, depending on the goals of the course.

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It focus on the learning done in a particular course