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,
efficient delivery of
directions
Suggesting
,
explaining
and
summarizi
ng
Presenting,
practicing and
producing
Modeling, monitoring and guiding
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?
Monitor the class,
guide the activities,
explain tasks
Present
directions,
model
procedure
s, provide
feedback
Introduce the topic,
create a friendly
atmosphere,
explain the
activities
Summarize the topic, provide
feedback, give hometasks
. 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.
Discourse competence
is defined …
as the ability to connect
sentences in stretches of
discourse and to form a
meaningful whole out of a series
of utterances.
as involving
knowledge of the
sociocultural rules
of language and of
discourse.
as encompassing
knowledge of
lexical items and
of rules of
morphology,
syntax, sentence-
grammar
semantics, and
phonology.
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
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.
Grammatical
competence is seen …
as encompassing knowledge of
lexical items and of rules of
morphology, syntax, sentence-
grammar semantics, and
phonology.
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.
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.
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.
Diagnostic assessment
is
an act of gathering information
which helps teachers identify
learners’ strengths and
weaknesses with regards to
course content (i.e., skills and
knowledge) and is tied directly to
the course syllabus.
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.
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
A task that
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
philology-leaving
C1
B1
B2
A2
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
Practicality is …
The extent to which resources
and time available to design,
develop, and administer a test are
manageable and feasible
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
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
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