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.
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 self-
directed
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
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
particular point
on a rating scale;
sometimes also
called band
descriptors
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
Proficiency test ….
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 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 has
predetermined
fixed responses
a test in which
each test-
taker’s score is
interpreted in
relation to a
mean (average
score), median
(middle score),
standard
deviation
(extent of
variance in
scores), and/or
percentile rank
Communicative test is
….
a test that elicits a test-taker’s
ability to use language that is
meaningful and authentic
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 has
predetermined
fixed responses
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
Achievement test is …
a test used to determine whether
course objectives have been
met—and appropriate knowledge
and skills acquired—by the end of
a given period 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
a test that has
predetermined
fixed responses
a test that
elicits a test-
taker’s ability to
use language
that is
meaningful and
authentic
Alternative assessm
ent is …
various instruments that are less
traditional and more
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
Authenticity is …
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
he/she wants to say.
What level is it?
B2
A1
A2
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
aspect in CEFR ?
General and Communicative
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
……………. format is
used to test students’
abilities to describe
their message to an
addressee
Describing
Explaining
Contextual
Written
response
…………….. is the
coincidence of the test
scores with other
measures of the
learner’s language
performance, e.g.
teacher’s marks.
Concurrent validity
Consistency
Construct validity Realibility
……………. measure
learners’ language
ability regardless of the
training they may have
had or the vocabulary
and topics they may
have studied
Proficiency tests
Achievement tests
Diagnostic tests
Placement
tests
……………….format is
used to test the ability
to write a “balanced
argument”, in which all
“pros” and “cons” are
equally represented
Comparing and contrasting
Explaining
Contextual
Written
response
……………… format is
often used in the
“letter-of-complaint”
task
Explaining
Describing
Contextual
Written
response
Oral test types can
be…………
a monologue, a dialogue and a
multi-participant interaction
a monologue, a
dialogue
a dialogue and a
multi-participant
interaction
speech
Which task means that
the test-takers have to
transfer material from
the text on to a chart,
table or map?
Information transfer
gap filling
Cloze procedure
Matching
…………….. is
permanence of the
measurement results
produced by a test
Reliability
Consistency
Construct
validity
Concurrent
validity
………………. in language
assessment refers to
how well the
inferences we can
make from the results
of our measure match
the construct or
feature of language
that we want to
Validity
Rubric
Testing
Holistic
measure
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