Отмдаги Жамоатчилик кенгаши кимлардан ташкил топади?

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

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.


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 be used in the following situation An applicant is seeking admission to a University in the UK?	Proficiency tests	placement tests	diagnostic tests	achievement tests
Find the correct order in test design	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 weaknesses of multiple-choice items. What are they?	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. 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 avoided.	The technique does not test only recognition knowledge. Guessing may have a 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 are ...	practical and reliable	Valid and authentic	Valid and practical	Reliable and authentic
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

	v	/arious instruments that are less
Alternative assessm	traditional and more
ent is .		authentic in their elicitation of
	meaningful communication

the degree of correspondence of the characteristics of a given language test task to the features of a target language task


the effect of assessments on classroom teaching and learning


the extent to which results of a test are used to gauge future performance

the degree of correspondence of
	the characteristics of a given
			language
	test task to the features of a
		target language task

various instruments that are less traditional and more authentic in their elicitation of meaningful communication the effect of assessments on classroom teaching and learning the extent to which results of a test are used to gauge future performance C1. effective operational proficiency waystage threshold breakthrough C2.. Mastery waystage threshold breakthrough Can express him/herself clearly and without much sign of having to restrict what B2 A1 A2 he/she wants to say What level is it? B1 Levels for school- leaving A1, A2 A2, B1 C1 A1, B2 Proficient user includes C1, C2 B1, B2 A2 A1, B1 What are the types of competencies as a key				General and Communicative
aspect in CEFR ?

Pragmatic and Cognitive


General and Cultural


Communicative and Cultural


Which format of testing oral ability can be structured and unstructured?


interviews


interaction


response


quiz


Which task is necessary in order to process the results and to draw conclusion on the learners' performance


Test analysis


Ordering tasks (sequencing)


Editing tests


Remodeling
tests


What is evaluation?


It is the broadest concept out of three Which encompasses both assessment and test


It is an act of gathering information.


It is the aim of formative assessment .


It is a testing technique.


Basic user includes.


A1, A2


B1, B2


C1, C2


A1, B1


provide
information that helps to place the students at the most suitable stage of the teaching curriculum.


Placement tests


Achievement tests


Diagnostic tests


Test

assessment refers to
how well the
inferences we can
make from the results	Validity

Rubric


Testing


Holistic


of our measure match


the construct or
feature of language


that we want to

	measure