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
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?
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.