Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

SECTION 3.4
Using Statistics: Objectively Scored Items
“…The multiple-choice format is intrinsically inimical 
to the interests of instruction. What multiple choice formats 
gain in reliability and ease of administration, in other words, 
is more than used up in detrimental instructional effects and 
difficulty of preparation” (Oller, 1979, p. 233).
GOALS
The main goal of this section is to explain basic statistical procedures 
(Brown, 2006) required for a language teacher to be able to analyze student 
assessment results. The section focuses on objectively scored items.
By the end of this section, you will be able to…
A) explain the significance of assessment statistics for teaching and 
learning;
B) conduct basic statistical analysis of results from objectively scored 
items (i.e., Measures of Central Tendency and Measures of Dispersion); and,
C) interpret the results of conducted statistics.
INTRODUCTION AND OVERVIEW
Most teachers try to steer clear of seemingly complicated mathemati-
cal calculations of statistical analysis. However, this process is not as daunt-
ing as it might be assumed. Below, you will learn the most basic procedures 
that every teacher should be able to apply while considering the validity of 
the objectively-scored assessment results. 
Think about the following:
1. What do you know about Measures of Central Tendency and Mea-
sures of Dispersion?
2. Why do you think it is important to conduct statistical analysis of 
assessment results?

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RECONCEPTUALIZING LANGUAGE TEACHING
UZBEK VIGNETTE
Teacher: During an academic year, we have two midterms and two 
final tests. The assessment tools are designed based on what is taught 
in the class. Teachers collect different tasks from textbooks and we also 
take stuff from the Internet on reading, listening, as well as grammar and 
vocabulary.