Abstrakt
The aim of this paper is to identify how the types of questions used in a diagnostic test of the language skills of immigrant students can affect the results of students in such tests as expressed as test scores. The authors show how in the case of closed questions student scores may increase when, after selecting the answers to the questions they know the correct answers to, they then guess the answers to the remaining questions, thus producing an inaccurate picture of their actual knowledge.
Estimating formula scores is important in order to determine the threshold at which students demonstrate they have the required level of knowledge. The study was carried out as part of a project funded by the Czech Science Foundation focusing on the issue of diagnostic assessments of the language skills of immigrant students at Czech primary schools.