Электрон ҳукумат

Particular method	The needs of the learners
An organized instruction
What does interaction pattern include?	Whole class activity, pair works and group works	Lead in, brainstorm ing or icebreakin g	Presentation, production and practice	Handouts, worksheet and activities

Which part of the lesson plan do these two “teacher-student, student-student” go	Interaction pattern				Lead-in		Procedure		Summary
What are three basic precepts of through phase in lesson planning?	From familiar to new, simple to complex and mechanical to unstructured				Suggesting , explaining and summarizi ng		Presenting, practicing and producing		Modeling, monitoring and guiding
What are the techniques of through phase in lesson planning?		Setting of limits, systematic redundancy,		Suggesting , explaining and summarizi ng		Presenting, practicing and producing		Modeling, monitoring and guiding
	e	fficient delivery of directions
Which part of lesson planning can this phrase be found “teacher writes some new vocabulary on the board” ?	In procedure				In lead in		In conclusion		None of them
Which part of lesson planning can this phrase be found “to write a narrative paragraph about the hero”?	In conclusion				In procedure		In lead-in		None of them
What instructions do through phase of lesson planning include?				Present directions, model procedure s, provide feedback		Introduce the topic, create a friendly atmosphere, explain the activities		Summarize the topic, provide feedback, give hometasks
	1	Monitor the class, uide the activities explain tasks	,
. What is the instruction of beyond phase in lesson planning?	Summarizing major points				Setting of limits		Model procedures		Present the topic
Choose the correct answer. Teaching is done following a well spelt- out procedure.	method				approach		technique		principle
Choose the correct answer. A highly personalized style of carrying out a particular step.	technique				approach		method		principle

Choose the correct answer. A general rule or principle that guides the whole process of teaching	approach	technique	task	method
Where was the first standardizing testing used?	China		Egypt	France	Greece
When were multiple- choice tests created?	By 1930 multiple-choice tests were firmly entrenched in the schools		By 1940 multiple- choice tests were firmly entrenched in the schools	By 1950 multiple- choice tests were firmly entrenched in the schools	By 1960 multiple-choice tests were firmly entrenched in the schools
What are the components of thelanguage competence?	linguistic, discourse, sociolinguistic, and strategic competences		the concept which encompasses both assessment and evaluation	reading, writing, listening and speaking	grammar, vocabulary, pronunciation
A test is ...	a specific technique for gathering information about students’ knowledge skills or abilities.		a process involving various ways of collecting data.	the concept which encompasses both assessment and evaluation.	a task that determines in advance what the test-taker will produce(e.g., reading aloud or sentence repetition).
How does ancient Greece testing methods differ from Chinese ones?	In ancient Greece Socrates had used a system where he tested his students through dialogue.		They used philosophical works of Confucius and his disciples.	In ancient Greece Socrates had used a system where he tested his students through speaking.	They tested the content knowledge of military strategy, civil law, revenue and taxation.

			as encompassing knowledge of	the verbal and nonverbal communication strategies that may be called into action to
	as the ability to connect	as involving	lexical items and
	sentences in stretches of	knowledge of the	of rules of
Discourse competence is defined ...				compensate for breakdowns in communication due to performance variables or due to insufficient competence
	discourse and to form a	sociocultural rules	morphology,
	meaningful whole out of a series	of language and of	syntax, sentence-
	of utterances.	discourse.	grammar
			semantics, and phonology.
Strategic competence is seen as ...	the verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient competence	the ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances	involving knowledge of the sociocultural rules of language and of discourse	encompassing “knowledge of lexical items and of rules of morphology, syntax, sentence- grammar semantics, and phonology
Sociolinguistic competence is defined	as involving knowledge of the sociocultural rules, of language and of discourse.	as the verbal and nonverbal communication strategies that may be called as action to compensate breakdowns in communication.	as the ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.	as encompassing knowledge of lexical items and of rules morphology, syntax, sentence- grammar semantics, and phonology.
		an assessment method in which the test-taker is not required to	as the verbal and nonverbal	as the ability to connect sentences in stretches of
	as encompassing knowledge of lexical items and of rules of		communication strategies that
Grammatical competence is seen ...		perform the target task; rather, inference is made from performance on non-target tasks.		discourse and to form a meaningful whole out of a series of utterances.
	morphology, syntax, sentence- grammar semantics, and phonology.		may be called as action to compensate breakdowns in communication.
Assessment for learning is ....	gathering information about students before commencing the learning process.	usually used at the end of a course of study. The intention is to summarise, to see if achievements are at the expected	an assessment method in which the test-taker is not required to perform the target task; rather, inference	gathering information about students during and after the learning process.

			level.	is made from performance on non-target tasks.
			developing own understanding of how to measure one's or others’ knowledge; becoming active participants of an assessment process and learning.	is the process of not only indicating the problem but also suggesting ways to overcome and address the identified problem.	looking at whether each candidate meets the requirements for a certain level or position based on characteristics, i.e. descriptions provided in criteria.
		an act of gathering information which helps teachers identify learners’ strengths and
Diagnostic assessment is
		weaknesses with regards to course content (i.e., skills and
		knowledge) and is tied directly to the course syllabus.
Self and Peer- assessment is ...	developing own understanding of how to measure one's or others’ knowledge; becoming active participants of an assessment process and learning.		a procedure of collecting evidence about students’ knowledge and achievements throughout the course which then results in one final score at the end.	designed to measure capacity or general ability a priori (e.g., before taking a foreign language course) to predict success in that undertaking.	measuring others’ knowledge; becoming observers in an assessment process and learning.
What is continuous assessment?	It involves a procedure of collecting evidence about students’ knowledge and achievements throughout the course which then results in one final score at the end.		It is the process of not only indicating the problem but also suggesting ways to overcome and address the identified problem.	Assessment that focuses on the organizational components (e.g., grammar, vocabulary) of a language.	Assessments designed on the assumption that language can be broken down into its component parts and that those parts can be tested successfully.
What is data-driven learning?	Teaching and learning based on the data collected about students.		Systematic, planned exercises or procedures constructed to give teacher and student an appraisal of student achievement.	Evaluating students in the process of “forming” their competencies and skills with the goal of helping them continue that growth process.	A test that elicits a test- taker's ability to use language that is meaningful and authentic.

What is feedforward?	It is the process of not only indicating the problem but also suggesting ways to overcome and address the identified problem.	A process of quantifying a test- taker's performance according to explicit procedures or rules.	Any theory, hypothesis, or model that attempts to explain observed phenomena in one's universe of perceptions.	It is the process of indicating the learners’ problems in learning.
What is assessment of learning?	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.	It is gathering information about students before commencing the learning process.	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.	A method of assessment in which test- takers listen to a text and write down what they hear.
What is norm- referenced 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.	An assessment which provides information about students’ attainment of learning outcomes at the end of a course.	It looks at whether each candidate meets the requirements for a certain level or position based on characteristics, i.e. descriptions provided in criteria.	An assessment which places students at an appropriate level of instructions within a program.
What is criterion- referenced 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.	It is an informative document and which is also kept for preparing further variants of the same kinds of test in the future.	It is an objectively- scored item where there is only one fixed correct answer.	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.
What is a communicative test?	A test that elicits a test-taker’s ability to use language that is meaningful and authentic.	A test designed to measure capacity or general ability a priori (e.g., before taking a foreign language course) to predict success in	A test which measures global competence in a language.	A test which provides information about mastery or difficulty that learners have with course

		that undertaking.		materials.
What is an aptitude test?	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.	A test which measures global competence in a language.	A test that elicits a test-taker’s ability to use language that is meaningful and authentic.	A test that places students at an appropriate level of instructions within a program.
What is dictation?	A method of assessment in which test-takers listen to a text and write down what they hear.	A method of assessment in which test-takers write down a paragraph using rubrics.	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.	An assessment method in which the test- taker actually performs the target task.
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.	A method of assessment in which test-takers listen to a text and write down what they hear	Ataskthat determines in advance what the test-taker will produce (e.g., reading aloud or sentence repetition)	Process of quantifying a test-taker’s performance according to explicit procedures or rules
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.	Evaluating students in the process of “forming” their competencies and skills with the goal of helping them continue that growth process.	An assessment method in which the test-taker actually performs the target task.	Detailed specific linguistic competencies that involve processing up to and including the sentence- level (phonology, morphology, grammar, lexicon).

What is direct testing?	An assessment method in which the test-taker actually performs the target task.	Types of intelligence that extend beyond traditional IQ-based concepts, such as spatial, musical, kinesthetic, naturalist, interpersonal, and intrapersonal intelligence.	A form of individualized written feedback about a student's performance, sometimes used as an alternative or supplement to a letter grade.	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.
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.	Different responses from which a test- taker can choose in an item language curriculum or school.	The extent to which resources and time available to design, develop, and administer a test are manageable and feasible.	Ready-made sentence stems and whole sentences or memorized chunks of sentences that provide models for the creation of new sentences.
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)	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 test- takers, 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	Combining the use of more than one skill (reading, writing, speaking, and listening) in using language

					name/number to return a phone call)
Which is the broadest concept?	Evaluation		assessment		testing		Assessment and testing
What is level for	C1		B1		B2		A2
philology-leaving
What is multiple- choice 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
				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 test- taker views the assessment as fair, relevant, and useful for improving learning
		The extent to which resources
		and time available to design, develop, and administer a test are manageable and feasible
Practicality is ...
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

				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.
		A test that treats language
		competence as a unified set of
What is integrative ^test?
		interacting abilities of grammar, vocabulary, reading, writing, speaking, and listening.
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