شبكة المعلومات العربية التربوية

Language tests are introduced to test-takers in different formats and designs. They can be administered by means of selected-response and/or constructed-response items. The type of the designed questions of a test may have some effects on the type of score a candidate gains, and this is known as "test method effect". In line with this, literature shows that several empirical research studies investigated the extent to which the type of test format and construction may impact upon the scores that test-takers gain in a test. Thus, this study aims at shedding more light on the effect of using different test methods on students' performance. So, this paper attempts to provide a clear explanation of the notion "test method effect" with reference to the pertinent literature, journal articles and books. As an integrative literature review of several studies, findings of this study highlighted the ideal existence of the notion "test method effect". However, this effect may or may not have a linear relationship with test-takers performance in a test, i.e. other test facets may come into play. The study may also suggest the need for deeper inquiries to be carried out in order to better understand this notion, particularly in contexts where such issue has not attracted a research focus yet. (Published abstract)