..is most effective when it is given in the context of a supportive, non-threatening learning environment
Feedback
Essay
Interview
Exercise
1
3.3.
56
…is all too easy in the course of a lesson to focus on errors and miss positive contributions, but learners need to know when they are doing something well
Feedback
Essay
Interview
Exercise
1
3.3.
57
…is one way in which teachers attempt to build a supportive learning environment and to mitigate he dangers of critical comments, but it needs to be approached with caution.
Praise
Essay
Letter
Interview
1
3.3.
58
is most effective when it is given in the context of a supportive, non-threatening learning environment
Feedback
Project
Interview
Praise
1
3.3.
59
..may be useful to communicate to students the strengths and weakness of the work done by their class or cohort as a whole and how future work could be improved
Summary assessment reports
Essay
Project
Interview
1
3.3.
60
…should be prompt and helpful. It should be critical but only in a constructive sense. Personal attack, including the use of sarcasm should be avoided.
Feedback
Project
Interview
Summary assessment reports
1
3.3.
61
… is the best technique, because the student will remember it better
Self-correction
Peer- correction
Teacher-correction
Feedback
1
3.3.
62
… is to be applied tactfully, so that the student who originally made the mistake will not feel humiliated.
Peer- correction
Self-correction
Teacher-correction
Feedback
1
3.3.
63
In that case the teacher can re-explain the problematic item of language, especially if the teacher sees that the majority of the class has the same problem
Teacher-correction
Peer- correction
Self-correction
Feedback
1
3.3.
64
… is a group of words that is only part of a sentence and does not express a complete thought
Sentence fragment
Feedback
Mark
Error
1
3.3.
65
The word measurement
as it applies to education, is not substantially different from when it is used in any other field
can be done at any time during a course
..may be useful to communicate to students the strengths and weakness of the work done by their class or cohort as a whole and how future work could be improved
where the objective is usually to facilitate improvements in a learner’s accuracy
1
3.3.
66
…is the process of using the measurements gathered in the assessments
Evaluation
Corrective Feedback
Test
Project
1
3.3.
67
…is an ongoing process that encompasses a much wider domain
Assessment
Corrective Feedback
Test
Project
1
3.3.
68
…is seen as a form of feedback given to learners on their language use
Correction mistake
Corrective Feedback
Test
Project
1
3.3.
69
…is systematic and may give valuable insight into language acquisition because they are goofs in the learner’s underlying competence
Error
Test
Question
Feedback
1
3.3.
70
… is a very complicated and weighty problem. Language teachers need to be armed with some theoretical foundations and be aware of what they are doing in the classroom.
Defining error
Evaluating
Giving feedback
Testing
1
3.3.
71
This kind of errors occur during the learning process of the second language at a stage when the learners have not really acquired the knowledge. What is it?
Intralingua interference
Error correction
Checking error
False hypothesis
1
3.3.
72
… is where two or more learners work together to produce a jointly composed text, necessarily entails considerable amounts of peer feedback
Collaborative writing
Corrective feedback
Error
Peer-feedback
1
3.3.
73
Learner-directed feedback…
was suggested above that peer feedback may be a valuable stepping-stone on the way towards more independent learning.
is where two or more learners work together to produce a jointly composed text, necessarily entails considerable amounts of peer feedback
have also seen rapid advances in technologies for providing automated feedback. Using a combination of computational linguistics and artificial intelligence,
Occurs during the learning process of the second language at a stage when the learners have not really acquired the knowledge.
1
3.3.
74
Automated feedback:
have also seen rapid advances in technologies for providing automated feedback. Using a combination of computational linguistics and artificial intelligence,
was suggested above that peer feedback may be a valuable stepping-stone on the way towards more independent learning.
is where two or more learners work together to produce a jointly composed text, necessarily entails considerable amounts of peer feedback
is similar to a progress test and is used to assess the overall progress of students at the end of the course
1
3.3.
75
… presents new ways of motivating and inspiring learners to explore and exploit dimensions of themselves as well as the world around them
Alternative Assessment
Feedback
Mark
Error
1
3.3.
76
… involve student work with a display mastery of skill in relation to the task at hand
Portfolios
Tests
Marks
Projects
1
3.3.
77
… is similarly a goal oriented task which is realized in any form of plan development, research proposal and art work which requires learners to use their own skills and strategies to solve a problem
A project
A portfolio
Mark
Feedback
1
3.3.
78
… deals with single solutions to certain problems, while the new approach is into multiple, open solutions
Traditional Assessment
Feedback
Correction mistake
Peer feedback
1
3.3.
79
… in the margin indicates that there is an error in a particular line of text.
Mark
Error
Feedback
Word
1
3.3.
80
Feedback
serves to assess the progress of students in the course
can be done at any time during a course
is one way in which teachers attempt to build a supportive learning environment and to mitigate he dangers of critical comments, but it needs to be approached with caution.
where the objective is usually to facilitate improvements in a learner’s accuracy
1
3.3.
81
Testing
has been one of the greatest single beneficial forces in changing the direction of language teaching in many areas
can be defined as “the degree of correspondence of the characteristics of a given language task
determining the attributes or dimensions of an object, skill or knowledge
where the objective is usually to facilitate improvements in a learner’s accuracy
1
3.3.
82
Validity of the test
the degree to which the test actually measures what it is intended to measure
can be defined as “the degree of correspondence of the characteristics of a given language task
should “wash back” to them in the form of useful diagnoses of strengths and weaknesses.
is consistent and dependable.
1
3.3.
83
A reliable test
is consistent and dependable.
can be defined as “the degree of correspondence of the characteristics of a given language task
should “wash back” to them in the form of useful diagnoses of strengths and weaknesses.
the degree to which the test actually measures what it is intended to measure
