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parts and that those parts can be tested successfully.
What is data-driven learning?
|
Teaching and learning based on the data collected about students.
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Systematic, planned exercises or procedures constructed to give teacher and student an appraisal of student achievement.
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Evaluating students in the process of “forming” their competencies and skills with the goal of helping them continue that growth process.
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A test that elicits a testtaker’s ability to
use language that is
meaningful and authentic.
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What is feedforward?
|
It is the process of not only indicating the problem but also suggesting ways to overcome and address the identified problem.
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A process of quantifying a testtaker’s performance according to explicit procedures or rules.
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Any theory, hypothesis, or model that attempts to explain observed phenomena in one’s universe of perceptions.
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It is the process of indicating the learners’ problems in learning.
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What is assessment of learning?
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It is usually used at the end of a course of study. The intention is to summarise, to see if achievements are at the expected level.
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It is gathering information about students before commencing the learning process.
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It is an
assessment tool which can be considered
practical if it uses fits an available budget, does not exceed the optimal time constraints and
easy in administration as well as scoring.
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A method of assessment in which testtakers listen to a text and write down what they hear.
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What is normreferenced assessment?
|
It is based on the comparison of all test-takers within a continuum. In other words, each test-taker is compared to how well (or poor) other test-takers did on the same exam.
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An assessment which provides information about
students’ attainment of learning outcomes at the end of a course.
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It looks at
whether each candidate meets the requirements for a certain level or position based on
characteristics,
i.e. descriptions provided in criteria.
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An assessment which places students at an appropriate level of instructions within a program.
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What is criterionreferenced assessment?
|
It looks at whether each candidate meets the
requirements for a certain level or position based on characteristics, i.e. descriptions provided in criteria.
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It is an informative document and
which is also kept for preparing further variants of the same kinds of test in the future.
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It is an objectivelyscored item where there is only one fixed correct answer.
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It is based on the comparison
of all test-takers
within a continuum. In other words, each test-taker is compared to how well (or poor) other test-takers did on the same exam.
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What is a communicative test?
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A test that elicits a test-taker’s ability to use language that is meaningful and authentic.
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A test designed to measure capacity or general ability a priori (e.g., before taking a foreign language course) to predict success in
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A test which measures global competence in a language.
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A test which provides information
about mastery
or difficulty that learners have with course
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that undertaking.
|
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materials.
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What is an aptitude test?
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A test designed to measure capacity or general ability a priori (e.g., before taking a foreign language course) to predict success in that undertaking.
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A test which measures global competence in a language.
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A test that elicits a test-taker’s ability to use language that is meaningful and authentic.
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A test that places students
at an appropriate level of instructions within a program.
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What is dictation?
|
A method of assessment in which test-takers listen to a text and write down what they hear.
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A method of assessment in which test-takers write down a paragraph using rubrics.
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It is a method in which test-takers
listen to a relatively long text and try to internalize the content, some phrases then use them to recreate the text.
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An assessment method in which the testtaker actually performs the target task.
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What is dicto-comp?
|
A variant of dictation whereby test-takers listen to a relatively long text (e.g., a paragraph of several sentences or more) and try to internalize the content, some phrases, and/or key lexical items and then use them to recreate the text.
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A method of assessment in which test-takers listen to a text and write down what they hear
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A task that determines in advance what the test-taker will produce (e.g., reading aloud or sentence repetition)
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Process of quantifying a test-taker’s performance according to explicit procedures or rules
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What is indirect testing?
|
An assessment method in which the test-taker is not required to perform the target task; rather, inference is made from performance on non-target tasks.
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Evaluating students in the process of “forming” their competencies and skills with the goal of helping them continue that growth process.
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An assessment method in which the test-taker actually performs the target task.
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Detailed specific
linguistic
competencies that involve processing up to and including
the sentencelevel
(phonology, morphology, grammar, lexicon).
|
What is direct testing?
|
An assessment method in which the test-taker actually performs the target task.
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Types of intelligence that extend beyond traditional IQ-based concepts, such as spatial, musical, kinesthetic, naturalist, interpersonal, and intrapersonal intelligence.
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A form of individualized written feedback about a student’s performance, sometimes used as an alternative or supplement to a letter grade.
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An assessment method in which the testtaker is not required to perform the target task; rather, inference is made from performance on non-target tasks.
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What is formative assessment?
|
Evaluating students in the process of “forming” their competencies and skills with the goal of helping them continue that growth process.
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Different responses from which a testtaker can choose in an item language curriculum or school.
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The extent to which resources and time available to design, develop, and administer a
test are manageable and feasible.
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Ready-made sentence stems and whole sentences or memorized chunks of sentences that provide models for the creation
of new sentences.
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What is high-stakes test?
|
An instrument that provides information on the basis of which significant decisions are made about test-takers (e.g., admission to a course/school)
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attending to the procedures (steps, strategies, tools, abilities) used to comprehend or produce language
|
attending to the end result of a linguistic action (e.g., in writing, the “final” paper, versus the various steps involved in composing the paper)
|
assessments that involve learners in actually performing the behavior that one purports to measure
|
What is holistic scoring?
|
An approach that uses a single general scale to give a global rating for a test-taker’s language production
|
the degree of correspondence of the characteristics of a given language test task to the features of a target language task
|
the effect of the use of a test on individual testtakers, institutions, and society
|
a word that seldom or rarely appears in written or spoken texts
|
What is indirect testing?
|
An assessment method in which the test-taker is not required to perform the target task; rather, inference is made from performance on non-target tasks
|
An assessment instrument in
which items offer the test-taker a
choice among two or more listed options
|
A process in which information
processed from one skill (e.g.,
listening to a telephone message) is used to perform another skill (e.g., writing down
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Combining the use of more than one skill (reading, writing, speaking, and
listening) in using language
|
|
|
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name/number to
return a phone
call)
|
|
Which is the broadest concept?
|
Evaluation
|
assessment
|
testing
|
Assessment and testing
|
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What is level for
|
|
C1
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B1
|
B2
|
A2
|
philology-leaving
|
|
What is multiplechoice test?
|
An assessment instrument in which items offer the test-taker a choice among two or more listed options
|
Form of individualized written feedback about a student’s performance, sometimes used as an alternative or supplement to a letter grade
|
In a writing test, a single score indicating the effectiveness of the text in achieving its primary goal
|
A test that is not limited to any one course, curriculum, or
single skill in the language; rather, it tests overall global ability
|
Practicality is …
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The extent to which resources and time available to design, develop, and administer a test are manageable and feasible
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The extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment
|
The effect of assessments on classroom teaching and learning
|
The extent to which a testtaker views the
assessment as fair, relevant, and useful for improving learning
|
Subjective tests are…
|
Tests in which the absence of predetermined or absolutely correct responses require the judgment of the teacher to determine correct and incorrect answers
|
Assessments that involve learners in actually performing the behavior that one purports to measure
|
Tests that are aimed to measure, or summarize, what a student has grasped and typically occurs at the end of a course or unit of instruction
|
Test that are not limited to any one course, curriculum, or
single skill in the language; rather, it tests overall global ability
|
What is validity?
|
The extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment
|
Statements that describe what a student can perform at a particular point on
a rating scale; sometimes also called band descriptors
|
The effect of assessments on classroom teaching and learning
|
The extent to which resources and time available to design, develop, and administer
a test are
manageable and feasible
|
What is integrative
|
test?
|
|
|
A test that treats language competence as a unified set of interacting abilities of grammar, vocabulary, reading, writing, speaking, and listening. The extent to which
the linguistic criteria of the test (e.g., specified classroom objectives) are measured and implied predetermined
levels of performance are actually reached.
|
A test in which the absence of predetermined or absolutely correct responses require the judgment of the teacher to determine correct and incorrect answers.
|
A test that is not limited to any one course, curriculum, or
single skill in the language; rather, it tests overall global ability.
|
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How many principles should be taken into consideration in all test specifications?
|
There are 7 principles in test development: purpose of the test; learners’ age and level; language skills; language elements; target language situation; text types; tasks.
|
There are 6 principles in test development:
purpose of the test;; language skills; language elements; target language situation; text types; tasks.
|
There are 5 principles in test development:
purpose of the test;; language elements; target language situation; text types; tasks.
|
There are 4 principles in test development: purpose of the test; target language situation; text types; tasks.
|
How can newly created assessment tool be checked?
|
The best way to find out whether the created assessment tool works well is piloting
|
It can be checked
after the announcement of
learners’ results
|
The best way to find out whether the created assessment tool works well is using it many times
|
It can be checked by survey and questioner
|
What are the types of
alternative assessment?
|
preliminary, Formative, Summative
|
test
|
active and passive assessments
|
traditional and innovative
|
What is Student involved assessment component of assessment for learning?
|
Students are not passive in the assessment process but are engaged in developing the assessment, determining what a good performance entails, and learning to score through models provided by the teacher
|
Teachers are the models for students to learn what is important in their performance. So feedback should be clear, descriptive, and illustrated for students. Students need guidance in giving their peers feedback as well as in evaluating themselves. This goal is grounded in the teacher modeling effective feedback
|
Teachers are the models for students to learn what is important
in their
performance and this skill is not easy and requires guidance from the teacher
|
EFL should lead to selfdirected learning, which requires learners evaluate themselves.
This skill is not easy and requires guidance from the teacher. Students should be asked to think about
|
Which test type can b
|
e
|
|
|
|
|
used in the following situation An applicant is seeking admission t a University in the UK?
|
o
|
Proficiency tests
|
placement tests
|
diagnostic tests
|
achievement tests
|
Find the correct orde in test design
|
r
|
Determining the purpose of a test; designing objectives;
creating test specifications: devising test items; administering
the test; construct a system of
scoring/grading
|
Designing objectives; creating test specifications:
devising test items; administering the
test; construct a system of scoring/grading
|
Determining the purpose of a test; designing
objectives;
creating test construct a
system of scoring/grading
|
Determining the purpose of a
test; designing objectives;
creating test
specifications:
devising test items;
administering the test.
|
What are Hughes' cautions against a
number of weakness of multiple-choice items. What are they?
|
es
|
The technique tests only recognition knowledge.
Guessing may have a considerable effect on test scores.
The technique severely restricts what can be tested.
It is very difficult to write successful items.
Beneficial washback may be minimal.
Cheating may be facilitated
|
The technique tests recognition
knowledge.
Guessing may have a considerable effect on test scores.
The technique severely restricts
what can be tested.
It is very easy to write successful items.
Beneficial washback may be forseen.
Cheating may be facilitated.
|
The technique does not test recognition knowledge.
considerable
effect on test scores.
The technique severely restricts what can be tested.
It is very difficult to write
successful items.
Beneficial washback may be minimal.
Cheating may be avoided.
|
The technique does not test
only recognition knowledge.
considerable
effect on test scores.
The technique does not restrict what can be tested.
It is very difficult to write successful items.
Beneficial
washback may be minimal.
|
|
Multiple-choice tests
|
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practical and reliable
|
Valid and authentic
|
Valid and practical
|
Reliable and authentic
|
|
are …
|
|
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Washback is …
|
|
the effect of assessments on classroom teaching and learning
|
the extent to which
results of a test are used to gauge future performance
|
the extent to which a test-
taker views the assessment as
fair, relevant, and useful for
improving learning
|
the extent to
which the linguistic
criteria of the test are
measured and implied
predetermined levels of
performance
are actually reached
|
Summative test is …
|
a test that aims to measure, or
summarize, what a student has grasped and typically occurs at
the end of a course or unit of
instruction
|
a test that is not
limited to any one
course, curriculum, or single skill in the language; rather, it
tests overall global
ability
|
statements that
describe what a student can
perform at a
|
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