1. Summative assessment is an assessment administered at the end of an instructional unit in a course. These assessments are intended to evaluate student learning by comparing performance to a standard or benchmark

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1. Summative assessment is an assessment administered at the end of an instructional unit in a course. These assessments are intended to evaluate student learning by comparing performance to a standard or benchmark. They are often high-stakes, meaning they have a high point value.
Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year. Generally speaking, summative assessments are defined by three major criteria:
The tests, assignments, or projects are used to determine whether students have learned what they were expected to learn. In other words, what makes an assessment “summative” is not the design of the test, assignment, or self-evaluation, per se, but the way it is used—i.e., to determine whether and to what degree students have learned the material they have been taught.
Summative assessments are given at the conclusion of a specific instructional period, and therefore they are generally evaluative, rather than diagnostic—i.e., they are more appropriately used to determine learning progress and achievement, evaluate the effectiveness of educational programs, measure progress toward improvement goals, or make course-placement decisions, among other possible applications.
Summative-assessment results are often recorded as scores or grades that are then factored into a student’s permanent academic record, whether they end up as letter grades on a report card or test scores used in the college-admissions process. While summative assessments are typically a major component of the grading process in most districts, schools, and courses, not all assessments considered to be summative are graded
2. Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development.
: the action or an instance of making a judgment about something : the act of assessing something : appraisal. assessment of damages. an assessment of the president's achievements. : the amount assessed : an amount that a person is officially required to pay especially as a tax. the tax assessment on property
3.The three principles are: (a) initiating the lesson planning process by articulating a clear LO; (b) designing learning opportunities that lead to accomplishing the LO; and (c) including an appropriate formative assessment that provides tangible evidence of achievement of the LO.
4.Instructional materials make learning more interesting, practical, realistic and appealing. They also enable both the teachers and students to participate actively and effectively in lesson sessions. They give room for acquisition of skills and knowledge and development of self- confidence and self- actualization.Instructional materials provide the core information that students will experience, learn, and apply during a course. They hold the power to either engage or demotivate students
5Procedure of learning material development that is employed in this research and the development refer to the development theory proposed by Plomp. The procedure composes of three stages, namely preliminary research, prototyping, and evaluation .developing materials for the teaching of language, including the principles and processes of designing, implementing, and evaluating materials
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1.The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work.Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners.
2.Six types of assessments are:
Diagnostic assessments.
Formative assessments.
Summative assessments.
Ipsative assessments.
Norm-referenced assessments.
Criterion-referenced
3.Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques.The purpose of quantitative research is to attain greater knowledge and understanding of the social world. Researchers use quantitative methods to observe situations or events that affect people. Quantitative research produces objective data that can be clearly communicated through statistics and numbers.
4.Communicative Language Teaching sees meaningful communication as the goal whereas Task-based learning takes it a bit further, so students need to communicate in order to achieve or do a meaningful task. Both acknowledge the importance of real authentic meaningful communication as a way to learn a language.Task-based approach and content-based approach have the similarities in their utilization in language teaching. The first similarity between task-based approach and content-based approach is both of them have the aim to increase students’ English acquisition. It means that both of the approaches are able being an instrument to help the students increase their capabilities in English. Both of these approaches will make students developing their language skills and their critical thinking in English learning.
5.The students do as the teacher says so they can learn what she/he knows. Another important role is that teachers use the mother tongue to teach the foreign language to learners with little oral production of the target language. The teacher just asks and gives instructions to students to state the grammar rule.The students' role in direct method is the active learner. They are active in exploring new words, expression, etc. in target language. The students are also the observer and practitioner.Broadly speaking, the function of teachers is to help students learn by imparting knowledge to them and by setting up a situation in which students can and will learn effectively. But teachers fill a complex set of roles, which vary from one society to another and from one educational level to another.
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1.Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving.Validity is generally considered the most important issue in psychological and educational testing[4] because it concerns the meaning placed on test results.[3] Though many textbooks present validity as a static construct,[5] various models of validity have evolved since the first published recommendations for constructing psychological and education tests.[6] These models can be categorized into two primary groups: classical models, which include several types of validity, and modern models, which present validity as a single construct. The modern models reorganize classical "validities" into either "aspects" of validity[3] or "types" of validity-supporting evidence[1]

Test validity is often confused with reliability, which refers to the consistency of a measure. Adequate reliability is a prerequisite of validity, but a high reliability does not in any way guarantee that a measure is valid.

2.The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work.Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners.
3. A qualitative “approach” is a general way of thinking about conducting qualitative research. It describes, either explicitly or implicitly, the purpose of the qualitative research, the role of the researcher(s), the stages of research, and the method of data analysis.Shu kabi qidiruvlar
What do you mean by qualitative approach?
A qualitative “approach” is a general way of thinking about conducting qualitative research. It describes, either explicitly or implicitly, the purpose of the qualitative research, the role of the researcher(s), the stages of research, and the method of data analysis.
4.Grammar translation:
Teacher’s role: to provide translation of new grammatical items, to answer students’ questions about the meaning of items, to monitor students’ work for grammatical accuracy, to develop translation activities:
Students’ role: to learn and practice grammar rules, to try out new grammar items in spone and written texts
Common classroom activities: translation of sentences from one language to another: writing sentences using the new grammar

Direct method:

Teacher’s role: to present new items through the use of questions and demonstration, to monitor students’ production for accuracy, to avoid use of the mother tongue
Students’ role: to listen and repeat, to ask and answer questions
Common classroom activities: drills and repetition activities: question and answer activities
5. The field of Applied Linguistics intersects with psychology, sociology, anthropology, history, and other social sciences as it examines the connections between language and culture, community, social movements, brain development, and more.Applied Linguistics has been used to solve most of the practical problems in language teaching to study of learner. It collaborates with other disciplines such as linguistics, education, psychology and the like in its research to find the solutions to language-related real-life problems.
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1. Reliability is the extent to which test scores are consistent, with respect to one or more sources of inconsistency—the selection of specific questions, the selection of raters, the day and time of testing.There are two types of reliability – internal and external reliability. Internal reliability assesses the consistency of results across items within a test. External reliability refers to the extent to which a measure varies from one use to another.
2. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value

End-of-term or midterm exams. Cumulative work over an extended period such as a final project or creative portfolio. End-of-unit or chapter tests. Standardised tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels.

3.The three principles are: (a) initiating the lesson planning process by articulating a clear LO; (b) designing learning opportunities that lead to accomplishing the LO; and (c) including an appropriate formative assessment that provides tangible evidence of achievement of the
4.There are three very important aspects of a new word that you should be sure to learn: denotation, connotation, and collocation.Effective vocabulary teaching has five key principles.
Focus on rich meanings, not just dictionary definitions. ...
Emphasize the connections among words. ...
Promote usage of the words. ...
Review is important. ...
Involve students in identifying some of the words to be studied.
5.The eclectic approach is live, motivating, participatory, context-sensitive, learner-centered and includes using a variety of classroom tasks and activities.Eclecticism is a conceptual approach that does not hold rigidly to single paradigm or set of assumptions, but instead draws upon multiple theories , styles , or ideas to gain complementary insights into a subject , or applies different theories in particular cases.
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1.Practicality in assessment means that the test is easy to design, easy to administer and easy to score. No matter how valid or reliable a test is, it has to be practical to make and to take this means that: It is economical to deliver.refers to the economy of time, effort and money in testing. In other words, a test should be easy to design, easy to administer, easy to mark, and easy to interpret the results.
2. What Is the Difference Between Formative and Summative Assessment? If formative assessment measures how a student is learning during a course of study, summative assessment is designed to measure “how much” a student has learned after a unit or course has reached its completion.Examples of formative assessments include asking students to: draw a concept map in class to represent their understanding of a topic. submit one or two sentences identifying the main point of a lecture. turn in a research proposal for early feedback.
3.Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques. The purpose of quantitative research is to attain greater knowledge and understanding of the social world. Researchers use quantitative methods to observe situations or events that affect people. Quantitative research produces objective data that can be clearly communicated through statistics and numbers.
4.It focuses on a particular field, allowing learners to master the skills relevant to their professional needs and, therefore, improve communication. According to Lorenzo (2005), ESP “concentrates more on language in context than on teaching grammar and language structures”.
English for specific purposes (ESP) is a subset of English as a second or foreign language. It usually refers to teaching the English language to university students or people already in employment, with reference to the particular vocabulary and skills they need.
5.6 Types of ESP (Extrasensory Perception)
Telepathy. Have you ever become so close to someone that it seems like you can tell what they are thinking? ...
Precognition. Precognition is the ability to see into the future. ...
Retrocognition. ...
Psychokinesis (or Telekinesis) ...
Clairvoyance. ...
Mediumship.
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1.Proficiency tests usually provide a general assessment of a person’s full language skillset. In contrast, diagnostic tests identify specific strengths and weaknesses within that skillset. Use this type of test to identify specific ways to improve. These tests are used exclusively in language learning environments.
This test assesses the English language skills of candidates by testing their reading, writing, listening and speaking skills. Tests are available throughout the year in more than 1600 test centres in over 140 countries.
2.Reliability and validity are both about how well a method measures something: Reliability refers to the consistency of a measure (whether the results can be reproduced under the same conditions). Validity refers to the accuracy of a measure (whether the results really do represent what they are supposed to measure).
3.Qualitative research is a type of research that aims to gather and analyse non-numerical data in order to gain an understanding of individuals’ social reality, including understanding their attitudes, beliefs, and motivation.
Qualitative research is the systematic inquiry into social phenomena in natural settings. These phenomena can include, but are not limited to, how people experience aspects of their lives, how individuals and/or groups behave, how organizations function, and how interactions shape relationships.
4.Both teach children social skills through interactions, mentoring and direct teaching. Preschool and pre-kindergarten have so many similarities. They both promote learning and growth in children in many areas. Both also use the “play technique” to teach children.
Talk about what the child is doing, what the child is looking at, or what the child is interested in. Ask questions that relate to the child’s experiences or interests. Add words or questions to what the child says or does and model new language. Give the child enough time to respond.
Pre-Kindergarten: Age Range. For most early childhood programs a Preschool classroom is for children who are 3-4 years old and experiencing their first classroom setting. Alternatively, a Pre-Kindergarten classroom is for children who are 4-5 years old and will be attending Kindergarten the following school year.
5.MA Applied Linguistics : Applied Linguistics is concerned with practical issues involving language use in the real world: language in the workplace, language and migration, language policy, multilingualism, language education, minority and endangered languages, identity issues, and language and technology.
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Diagnostic testA diagnostic test is an assessment test designed to serve as a pre-test. It is administered at the start of a topic. Also used to garner data to determine the students’ or participants’ level of knowledge of a subject, it is usually a written assessment in the form of multiple-choice or short-answer tests.
Prognostic testThe prognostic test is a means to predict the future. This test combines the knowledge obtained from the test performed on the learning process and other tests performed on learning achievements before trying to diagnose the future of a participant or student.

Accuracy testAn accuracy test measures the degree of closeness between the result that was gotten from a text when it is compared to the standard. It refers to the quality of the results even when the test is repeated. A test can be accurate if, in reproducibility, the results are close to the standard.moment. A diagnostic achievement test allows the examiner and the participant to monitor their teaching approach and learning progress.

4. Power testA power test is a testing tool comprising many items that when applied, has no time limit. This means that in an achievement test, a participant or student has unlimited time to respond to the questions. So this will allow them attempt all the questions in the test. 
5. Speed testUnlike the power test, a speed test is created for the student to respond to, in a limited time.
2.A Proficiency test is measuring the ability of learners to use the language to communicate in the real world and in real-world situations. An achievement test is measuring students’ ability to repeat language elements that have been taught and mastered at some level.
3.Qualitative research is a type of research that aims to gather and analyse non-numerical data in order to gain an understanding of individuals’ social reality, including understanding their attitudes, beliefs, and motivation
4.The idea behind the Dogme approach is that communication can lead to explanation, which leads to further learning. That approach is the antithesis of situational language teaching, which emphasizes learning by text and prioritizes grammar over communication
Situational Language Teaching (SLT) was developed by British applied linguists Harold Palmer and A.S. Hornby. SLT bridges the gap between grammar translation approaches to language teaching and Communicative Language Teaching, and is similar to audio-lingualism in the United States.
5.English for Academic Purposes, commonly known as Academic English, entails training students, usually in a higher education setting, to use language appropriate for study. It is one of the most common forms of English for Specific Purposes. It is also a course found in TAFE in Australia.
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1.Types of exams and tests
Diagnostic test. With this test you can test how much your students already know about a given subject or topic. ...Placement test. Progress or Achievement tests. Internal test. ...Objective tests. ...Subjective tests. .Useful resources. .Frequently asked questions.Progress Tests“ are tests that are developed and applied externally to curricular units, to understand what students are learning along their studies in higher education. The same tests are taken at the same time, 3 to 4 times every year, by all students of a given higher education degree.
2.Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area. Placement assessments are used to “place” students into a course, course level, or academic program.
3.Conclusive research design, as the name implies, is applied to generate findings that are practically useful in reaching conclusions or decision-making.Illuminative research is concerned with the components of the variable being investigated, as for example, “interaction of the components of educational systems and aims to show the connections among, for example, student characteristics, organizational patterns and policies, and educational consequences.”
4.An English Language Program prepares students for English communication and composition skills. They are often called English for Academic Purpose (EAP) program or English as a Second Language (ESL)programAs for the differences of EAP, ESP and EOP, EAP is just like general English, it adapts to almost all fields or areas, while ESP and EOP are adaptable only to their particular fields or areas.
5.Active engagement with music can impact the way that the brain processes information, enhancing the perception of language and speech, and subsequently improving our ability to c6 Smart Ways to Bring the Power of Music Into Your Classroom
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1.A test used to help figure out what disease or condition a person has based on their signs and symptoms. Diagnostic tests may also be used to help plan treatment, find out how well treatment is working, and make a prognosis. There are many different types of diagnostic tests.Biopsy. A biopsy helps a doctor diagnose a medical condition.Colonoscopy.CT scanCT scans and radiation exposure in children and young people.Electrocardiogram (ECG) ...Electroencephalogram (EEG) ...Gastroscopy. .Eye tests.
2.The CEFR is intended to provide a shared basis for reflection and communication among the different partners in the field, including those involved in teacher education and in the elaboration of language syllabuses, curriculum guidelines, textbooks, examinations, etc., across the member states of the Council of Europe.
3.Process includes the thinking, feelings, commitments, and actions of teachers and students within the classroom or learning situation as well as the interaction patterns and descriptions of the learning environment that result from those interactions.Types of Classroom Observation.Learning walk through.Goal-setting and implementation walk through.Supervisory walk through.
4.Linguistics is needed in English language teaching because it helps teachers explain the English components and structures to the students. Every language has a system or linguistic rules that can be learned in terms of phonology, morphology. Syntax, and semantics.Applied linguistics is now essential in the practices of English teaching because it supports the teacher in the study of second language acquisition, conduction of error analysis, and making learning easier to get and understand for learners.
5.The first language (L1) is defined to be the chronologically first acquired language, with “second language” meaning a language acquired after the L1 (see Dewaele, 2010). A foreign language is a language acquired primarily via classroom learning, and not a language spoken in the learners’ community.
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1Placement TestThe purpose of placement test is to place a student into a particular level or section of a language curriculum or school. It usually includes a sampling of the material to be covered in the various courses in a curriculum. A student’s performance on the test should indicate the point at which the student will find material neither too easy nor too difficult. Placement tests come in many varieties: assessing comprehension and production, responding through written and oral performance, multiple choice, and gap filling formats. One of the examples of Placement tests is the English as a Second Language Placement Test (ESLPT) at San Francisco State University.Diagnostic Tests. These tests are used o diagnose how much you know and what you know.Placement Tests. These tests are used to place students in the appropriate class or level. Progress or Achievement Tests.Proficiency Tests.Internal Tests.External Tests. Objective Tests. .Subjective Tests.
2Feedback is an important part of the learning process. It helps you to understand what you are doing well and what you can improve upon. Without feedback, it is difficult to gauge progress and identify areas that need work. Giving feedback is an important skill for educators, school leaders, and parents. Feedback can be a powerful tool to motivate or demotivate students. Consistent feedback is essential for growth - without it, students can't improve.
3Conversation-focused English classes are for everyone! Most students feel that their communication in English could be improved: these classes are an excellent opportunity for students of any level to improve their confidence and skillsAcademic English classes are designed to improve a student’s English skills that are needed in the college classroom. Therefore, the classes will focus on improving English skills (listening, speaking, writing, and reading) for the university classroom. Vocabulary lessons focus more on academic English skills (and less on idioms, slang, and phrasal verbs). Academic English classes tend to focus more on writing, specifically research, essay practice, and citations. Listening lessons focus on listening to lectures and improving note-taking skills.
4.Learning academic English is not difficult, nor easy. This naturally requires a significant investment of time and money, but that investment is the foundation that accompanies you throughout your college and career years.
5Music helps us retain words and expressions much more effectively. The rhythm of the music, as well as the repetitive patterns within the song, help us memorize words. Bilingual children, in particular, can benefit from singing so
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1Formative assessments have low stakes and usually carry no grade, which in some instances may discourage the students from doing the task or fully engaging with it. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.Assessment for learning is commonly referred to as formative –that is, designed to inform instruction. If we can agree that the purpose of a test is to provide data to revise planned instruction, then the only type that's not 'for learning' is 'of learning,' commonly referred to as summative.
2Providing feedback means giving students an explanation of what they are doing correctly AND incorrectly, with the focus of the feedback on what the students is doing right. It is most productive to a student's learning when they are provided with an explanation as to what is accurate and inaccurate about their work.
3The most difference is academic and general modules : English refer to formal and informal English, respectively. Academic English concerns itself with the “proper”way of speaking and writing, and places heavier emphasis on grammar. Considered a tougher standard to meet, academic English relates more to those seeking opportunities in higher education.General, or social, academic English connects to the everyday use of English and appeals to those who are not looking to work in the academic field.
4English for General purposes is the language that is used every day for ordinary things in a variety of common situations, therefore English for Specific purposes is language used to discuss specialized fields of knowledge.
5It's important to be as flexible as possible when teaching adults. Adult learners will have additional responsibilities and may already know teaching methods that work for them. Give adult learners flexibility in terms of timing – perhaps they have to leave the learning environment early for other commitments.
12.1what is the language testing?
Language tests are formal instruments of assessment. They can be used either to measure proficiency without reference to a particular programme of learning or to measure the extent to which learners have achieved the goals of a specific course.Forms of Language Testing. There are five main types of language assessments — aptitude, diagnostic, placement, achievement, and proficiency tests.
12.2name thre task types and give the definition for them?
Incidential tasks.Coordinated tasks.Planned tasks.What is an incidental task?A task in which the subject is creating new memories without purposely knowing that memorization is the task at hand. Their memories are created thorough working in their environment and picking up information in the process.Coordination is the essential bridge between decisions and action. When you coordinate, you organize and assign tasks to fulfill the directive of what's been decided, and so the actions that follow are smooth and complete.What are planned tasks?A task plan is essentially a structured task list that sets out what tasks need to be completed, in what order, by when and by who. It gives you a clear picture of exactly what needs to be done and enables you to manage tasks and track progress on a day-to-day basis.
12.3Principles of organize group work
Principle of planned organisation of the group. 2) Principle of understanding each individual as a member of a group and as an individual. 3) Principle of equality. 4) Principle of understanding relationship as tool for solving group problems as well as individual problems and also for development of the group.
12.4when a student gives you a word In his native language and asks you for the translation what is the best solution
.How to Get Your Students to Stop Translating and Start Thinking in EnglishHow to Get Your Students to Stop Translating and Start Thinking in English“How do you say, ‘Que tengas un buen fin de semana’ in English?” How many times have your students asked you to translate something from or into their native language?How often do you have students who translate things in their heads before answering you? By contrast, how often do you have students who provide a natural-sounding reply, spontaneously and automatically, without even blinking an eye? Chances are most of your students still translate in their heads – at least some of the time. Our goal as teachers is to guide students towards increasingly thinking in English and drop the crutch of translation. But we all know this is precisely one of the hardest things to achieve. So how do we do that? How can we effectively get our ESL students to think in English?Why it’s so important for ESL students to stop translating and start thinking in EnglishConsider their main goal. They want to learn to speak English, not become translators. There’s no point in them speaking their native language in their heads while they’re trying to learn another.It’s counterproductive. The constant comparison of one language to another hinders naturally flowing speech. Experienced interpreters are real pros at this, but your students are not.Some things are simply too hard to translate. This creates a situation where the student is desperately trying to remember how to say the one word they have in their minds in English, while they should be trying to recall a recent lesson instead.Now, that we’ve established the importance of getting students to think in English for the duration of the class, let’s see ways to help them achieve this ever-elusive state.How to Get YOUR Students to Stop Translating and Start Thinking in EnglishUse an English-English Dictiona. But it’s so much more fun to act them out – for you and your class! The same goes for actions like opening closing things, walking, running, etc.Teach Language in ConteA student a writes a word on the board, points to it and asks what it means. Most of the time we have no idea where they got it, which leads us to ask questions about the context. After all, there are plenty of words that have different meanings in different contexts. This is precisely why language must be taught in context. For example, would you teach the Past Simple by presenting a list of verbs and their past forms? What if there are verbs they don’t understand? Your best course of action is to introduce the context first. Tell students what you do every day, and then tell them what you did yesterday. This eliminates any need for translation.InSet Phrases as Set PhraseHas a student ever asked you to translate the meaning of “You’re welcome”? In most languages a literal translation is ridiculous, but providing a similar phrase in the students’ native language is not necessary, either. When students ask for translation simply say a set phrase is a set phrase. Make sure they understand it’s a reply to “Thank you”. They will probably figure out the equivalent in their language, but with some expressions an equivalent is hard to come by – think of proverbs or idiomatic expressions. The goal is for them to understand the meaning of the phrase and when it’s used.Use Visual AiLike miming, visual aids such as flashcards, illustrations, posters and even video are great ways to avoid translation.Use Opposites or SynonymsUse words they already know in lead in questions: Are you happy to see your friend? You’re glad to see him. Check out these other great ways to teach vocabulary. No translation needed at all!Teach Language in GroupsThe need for translation will be eliminated if you teach words in groups that make sense, for example, “eat” and “drink” with a list of food items8Pretend You Don’t UnderstandIf students try to say things in their own language, simply say you don’t understand
12.5whats the difference between textbook evaluation textbook use and textbook adoptation
Text book adaptation refers to changes the teacher made to the book to make it more suitable to a particular class. Changes could include adding or dropping activities, changing activities, replacing topics or content etc. For further information see my book Key Issues in Language Teaching.
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13.1what types of tests validity do you know Validity tells you how accurately a method measures something. If a method measures what it claims to measure, and the results closely correspond to real-world values, then it can be considered valid. There are four main types of validity:Construct validity: Does the test measure the concept that it’s intended to measure?Content validity: Is the test fully representative of what it aims to measure?Face validity: Does the content of the test appear to be suitable to its aims?Criterion validity: Do theresults accurately measure the concrete outcome they are designed to measure?In quantitative research, you have to consider the reliability and validity of your methods and measurements.Note that this article deals with types of test validity, which determine the accuracy of the actual components of a measure. If you are doing experimental research, you also need to consider internal and external validity, which deal with the experimental design and the generalizability of results
13.2what are the main criteria of testing written language?

Criteria of a good test

Content validity is one of the criteria used to determine a good test. A test is said to be good if its content represents a representative part of language skilfulness and construction among others with which it should deal with. Content validity in grammar is not indicated in several items as they are not the only items that are used to test validity. A test is said to have a high level of content validity if contains correct sentence structures.
13.3Principles of organizing pair work?Pair work is when 2 students are instructed to partner up in order to complete a task set by the teacher. Tasks can be as short as 30 seconds to as long as hundreds of hours (such as with extended investigations). If students are seated in pairs, the teacher will instruct them to 'work with their
13.4what is the importance of discourse in listening comprehension?....
Listening is vital in the language classroom because it provides input for the learner. Without understanding input at the right level, any learning simply cannot begin. they hear is an impetus, not an obstacle, to interaction and learning.The goal of teaching listening is to help students understand discourse, that is, to understand samples of authentic spoken texts. To achieve this, a listening course must gradually move from sentence-based listening, to helping understand texts. This often involves taking learners beyond bottom up processing to make use of top down processing – listening that goes beyond the sentence level and that makes use of knowledge of the context, the topic, the setting, the participants and their purposes.
13.5what is the difference between language learning strategies and classroom task act?
Strategies are broad concepts or approaches to achieve the project objectives while activities are actions that are undertaken within these strategies. For example, 'building the capacity of the community members' is a strategy your project has adoptedActive learning engages students in learning, using activities such as reading, writing, discussion, or problem solving, which promote analysis, synthesis, and evaluation of class content.

14.1what is the norm referenced test?

Norm-referenced tests report whether test takers performed better or worse than a hypothetical average student, which is determined by comparing scores against the performance results of a statistically selected group of test takers, typically of the same age or grade level, who have already taken the exam
14.2what are the main criteria of testing spoken language?
These criteria were proposed by sociolinguist Roger T. Bell in 1976 and they are: standardization, vitality, historicity, autonomy, reduction, mixture, and de facto norms. They help to define what makes some languages more 'developed' than others, and how to distinguish between a language and a dialect.
14.3 Principles of error correction of the student? One of the main dilemmas for teachers giving conversation groups is error correction. It’s always tricky to know when and if to correct students and how to go about it.Error correction is a way to develop competence of language learners in a second or foreign language. It can be used in order to attain coErrors of principle are often simply accounting entries recorded in the incorrect account. The amounts are often correct, unlike an error of original entry. Oftentimes, the error of principle is a procedural error, meaning that the value recorded is correct but the entries are made in the wrong accounts.nscious knowledge of a second or foreign language, and in learning the language's rules
14.4 what is the meaning of ESP?
ESP is the teaching of English to students whose first language is not English but who need it for a particular job, activity, or purpose. ESP is an abbreviation for 'English for specific purposes' or 'English for special purposes'.English for specific purposes (ESP) is a subset of English as a second or foreign language. It usually refers to teaching the English language to university students or people already in employment, with reference to the particular vocabulary and skills they need. As with any language taught for specific purposes, a given course of ESP will focus on one occupation or profession, such as Technical English, Scientific English, English for medical professionals, English for waiters, English for tourism, etc.[1] Despite the seemingly limited focus, a course of ESP can have a wide-ranging impact, as is the case with Environmental English.[2]English for academic purposes, taught to students before or during their degrees, is one sort of ESP, as is Business English. Aviation English is taught to pilots, air traffic controllers and civil aviation cadets to enable clear radio communications.[3]
14.5why do we need to study EAP?
The aims of an EAP course are to meet the needs of particular learners. This contrasts with GE, which has the aim of improving overall English ability in different areas (reading, speaking, vocabulary and so on). The reason why students study EAP is because they study or plan tostudy another subject in English.Knowing English increases your chances of getting a good job in a multinational company within your home country or for finding work abroad. It's also the language of international communication, the media and the internet, so learning English is important for socialising and entertainment as well as work
Card 15.1what is the criterion referenced test?Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education.
15.2what are the main criteria of testing reading skills?Several criteria can be considered for assessing the usefulness of a reading test: content, associations among reading-related skills, consequences on decision making, sensitivity to individual differences, and cost-effectiveness.These skills can be placed into four main categories: decoding, fluency, vocabulary, and understanding sentences. These main reading skills make up the bulk of a child's reading ability. Overall, they aim to arm children with the skills to be able to understand the meaning of what they read.
15.3what is students centered lesson Student-centered learning gives students the opportunity to decide two things: what material they learn and how they learn it. (This concept is also sometimes referred to as personalized learning.) In contrast to teacher-centered approaches, SCL engages students as leaders and decision-makers in their own learning.5-yan, 2022
15.4what are the 4types of assessment? Six types of assessments are:
Diagnostic assessments.Formative assessments.Summative assessments.Ipsative assessments.Norm-referenced assessments.Criterion-referenced assessmentsI would consider placement to be very necessary because it allows you to learn what your students' strengths and needs areKnowing your students' abilities allows you to differentiate your instruction in order to relate to the needs of your studentsChallenges might include students feeling that they are not strong enough to be placed in the more advanced group (might result in them feeling as though they are not good enough). On the other hand, students may feel over-confident if they are placed in a group with more advanced students and may not try hard to improveThere may also be outside factors that could be causing students to perform poorly, eg. issues at home
15.5 is grammatical knowledge Synonyms with grammatical competence? Is grammatical ability Synonyms with communicative competence Grammatical Competence refers to the unconscious knowledge of grammar that allows a speaker to use and understand language. It includes the ability to gain knowledge of lexis, morphology, syntax, semantics, etc. It functions as a part of communicative competence.Grammatical ability refers to knowing how grammar is used in communication. Communicative competence in the Canale and Swain model includes three dimensions: Grammatical competence: the knowledge of grammar, lexis, morphology, syntax, semantics and morphology.
16.1what is the difference between norm referenced and criterion referenced test?
The most obvious difference between CRTs and NRTs is the comparison target, that is, what an examinee's performance is compared to. In CRTs the examinee's performance is compared to an external standard of competence or mastery. An examinee is classified as a master or non-master by either passing or failing the exam.What is the difference between norm-referenced and criterion-referenced tests quizlet?What is the difference between norm-referenced and criterion-referenced testing? Criterion emphasized description of performance and norm referenced emphasizes discrimination among individuals
16.2what the main criteria of testing listening skills? Testing listening involves a variety of skills. At the lowest level, it involves discrimination among sounds, discrimination among intonation and stress patterns, and comprehension of short and long listening
16.3. BENEFITS & USES FOR TECHNOLOGY IN THE CLASSROOMAs the world changes, so do the methods we use to educate students. It’s no secret that technological developments have been coming at a rapid pace in the past few decades, and because of that, educational technology is changing.Incorporating technology into the classroom can benefit and support learning and teaching practices. But what makes it so beneficial to the learning experience? How can instructors incorporate technology into their own curriculum?Read on to learn more about the benefits of technology in the classroom and how it can be integrated in unique and effective ways!Benefits of Technology in the ClassroomWhy is technology important in the classroom? The advantages of technology continue to evolve, but here are a few of the positive developments of technology in the classroom!1. Provides A More Engaged Learning EnvironmentOne significant benefit of integrating technology in course design is that it helps to create a more engaging learning environment for students. It’s hard to deny the impact that technology has had on the way we teach and learnTechnology can help teachers to present subjects in more interactive and creative ways. With all the possibilities out there (and with more on the way with advancements like virtual reality) it’s an intriguing time to be a teacher planning a course. Prepares Students for the FutureTechnology is everywhere, which is why it’s important that it plays a part in students’ current learning environment. Using technology when you teach will help students to become more familiar with common programs that they will use in their future careers.Teachers aim to prepare their students, and a great way to do that is with technology. Since it will play a large role in their lives moving forward, students need to be able to understand the basics. The use of computers and the internet will be an integral part of their future professional and personal lives.3. Connects Better with StudentsOne of the most important aspects to a teacher’s and student’s success is how well they can connect with each other. Teachers are always seeking ways to connect not only with their students but always with one another to build community in their courseTechnology provides teachers with an opportunity to connect with their students in a new way. It allows you to open up lines of communication and use the Internet to explain curriculum material in a new way, which can be very helpful to students.Many students these days already gravitate towards the Internet, so by using these technologies in the classroom, you may increase opportunities to build n engaging learning environment requires a lot of collaboration. Technology is a great way to promote and facilitate discussion among students. They’ll interact with each other through the technology and discuss different ways they can collaborate and learn together.Some students are gifted with computers, meaning it won’t be long until they learn some tricks of the trade and can help other students out with their assignments and tasks. This promotes a collaborative environment in the classroom, which in turn leads to a more connected community.5. Supports LearningMany students learn best when they have access to technology. To reach as many students as possible, it’s crucial that technology be incorporated into the course design.Technology can offer a variety of teaching and learning techniques that can help teachers convey the subject material to a larger audience (more on that in a bit). The hope of many teachers is to reach as many students as they can, and technology provides a great solution for them.Ideas for Integrating Technology in the ClassroomNow that we understand the advantages of technology, it’s time to come up with some ideas you can use with your students. Here are some great examples of ways to use technology in the classroom and how they can be used to promote an engaging learning environment!1. Gamified LearningGamification has been shown to have an impact on a student’s learning and engagement because of how it helps to build a sense of achievement. Many students are motivated to move to the next lesson when they know they can achieve something along the way. Look around and see if there are any gamified learning opportunities for your subject material on the Internet — you’ll be surprised what’s out there!2. Virtual Field TripsIn theory, field trips and tours are a good time and a great learning experience. Yet, planning them out and executing them can be a different story. Digital options now give students the same benefit of a field trip or tour without any of the hassle!Better yet, digital field trips allow students to “visit” places that they wouldn’t have been able to before. It’s a great opportunity for them to “travel” globally. It also opens up a wide variety of possibilities for teachers to plan a fun and informative “trip”. Students could also use it to explore organizations they are interested in and interview professionals in their field of choice.Create Student WebsitesNot too long ago, having your own website wasn’t possible unless you had experience with coding or knew someone who did. Now, thanks to sites like Squarespace, Wix, and Weebly, it’s easier than ever for someone to create their own website.Now that technology has improved, you could have your students create their own website for class! They can use the page to submit work, organize their files and information, and they can even personalize it to promote their creativity and give them a sense of pride. It’s a new take on notebooks and it can help your students start or add to their digital portfolio.4. Online DiscussionHave you found it challenging to create a collaborative environment for your students? If so, then online discussions may be a great technological solution for you to try. Using a video app like Zoom, you can hold weekly discussion tables or office hours to make face-to-face contact easierAn online discussion forumgives your students a place to get their questions answered — either from you, the teacher, or from the other students in the classroom. With this resource available to them, students can complete each lesson more and hear the insights from other students to make deeper connections with the material and their peers
16.4 what is the role of curiosity in student learning and how to activate it?Curiosity is an important condition for language learning and plays a significant role in learner engagement. People are better at learning information they are curious about, as curiosity prepares the brain for learning and makes subsequent learning more enjoyable and rewarding
16.5 what is eap teaching ?
An Introduction to English for Academic PurposesEnglish for Academic Purposes (EAP) involves teaching students to use language appropriately for study and research. It is a branch of ESP (English for Specific Purposes) which has expanded together with the growing number of international students undertaking higher education in English. As EAP has the broad aim of helping learners to study or research in English, it covers a wide range of academic communicative practice including: Pre-university, undergraduate and postgraduate teaching (from materials design to lectures and classroom activities)Classroom interactions (tutorials, feedback, seminar discussions)Research genres (journal articles, conference papers, grant proposals)Student writing (assignments, exams, dissertations). EAP is an educational approach and a set of beliefs that is often contrasted with general English courses: the starting point for EAP is the learner and their situation rather than the language; EAP courses focus more on reading and writing, whereas many general English language courses concentrate on speaking and listening; EAP courses tend to teach formal, academic genres rather than the conversational and social genres taught on general English courses.
17.1what are the basic notion of quality or criteriaof a good test?
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1The quality of any test is indicated by three measures: reliability, validity, and fairness. The reliability measure indicates the extent to which an individual examinee's test scores will not vary if the examinee retakes the test in a different version, at a different date and so on you know the value and cost of a test, you can judge its goodness. A test with high value and low cost is a great test. A test with low value and high cost is a bad test. A test with high value and high cost is just ok.
2.Also, integrating the skills allows you to build in more variety into the lesson because the range of activities will be wider. Instead of just having listening, the students can have speaking, reading and writing practice. This can raise their motivation to learn EnglishIntegrated Skills focuses on the four main English skills - reading, writing, speaking and listening - through a “Communicative Language Teaching” methodology. New grammar patterns are learned in the context of a conversation or a real-life situation.
3.Sometimes called the “Sage on the Stage” style, the teacher-centered model positions the teacher as the expert in charge of imparting knowledge to his or her students via lectures or direct instruction. In this setting, students are sometimes described as “empty vessels,” listening to and absorbing information.1. Teacher centered instruction is where the teacher is the center of knowledge and in charge of learning. In such models knowledge is transmitted from instructor to students. Students are usually passively receiving information. The emphasis is on acquisition of knowledge outside the context in which it will be used
4Learn the language and tone that they often use. The best way to do this is by listening to lectures: many universities have entire classes online, and iTunes University also has classes available to watch. Another important part of lectures is understanding the direction the professor takes during his or her lectureThese may include: writing assignments using appropriate academic English, not spoken language which is too informal. knowing how to search for academic texts without going straight to Google. knowing how to reference texts appropriately in your assignments.
5You can choose from a variety of methods to assess your students’ prior knowledge and skills. Some methods (e.g., portfolios, pre-tests, auditions) are direct measures of students’ capabilities entering a course or program. Other methods (e.g., students’ self-reports, inventories of prior courses or experiences) are indirect measures. Here are links to a few methods that instructors can employ to gauge students’ prior knowledge.
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1.The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language.The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world.The CEFR is used extensively in language teaching, both in the public education sector and in private language schools. In many countries, it has replaced previous leveling systems used in foreign language teaching.
2From these theories, integrating four skills will encourage the students' motivation to effectively provoke their language ability. The students tend to learn to speak and to write from what they hear and see or readAlso, integrating the skills allows you to build in more variety into the lesson because the range of activities will be wider. Instead of just having listening, the students can have speaking, reading and writing practice. This can raise their motivation to learn English.
3The benefits of using educational technology also include the improvement of learners' mental and physical health. By using these tools, students are able to enhance their learning and their cognitive skills, which in turn helps them improve their academic performance as well as their physical healthTechnology allows some students to be included in the classroom in ways they have never been before. Many students who receive special education can benefit from technology that helps them write, spell, read and do mathematical computation. Word processors can point out spelling mistakes to students.
4Instructional materials are the content or information conveyed within a course. These include the lectures, readings, textbooks, multimedia components, and other resources in a courseInstructional materials play a vital role in teaching and learning. They provide the necessary resources for teachers to plan and deliver effective instruction, and for students to learn. When used effectively, instructional materials can help to improve student achievement.
5.Difference Between Collaborative Learning and Cooperative Learningcollaborative-vs-cooperative-learningCooperative Learning and Collaborative Learning are commonly used in group activities aimed to attain a common objective. In collaborative learning, it is the students who organize their efforts among themselves. In short, it is group structured. On the other side, in cooperative learning, students are divided into groups and the teacher assigns specific roles and tasks to each student, and so it is a teacher-structured activity.
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1.Teaching of listening can be done with various techniques, such as the use of a tape recorder, answering questions according to the text, rewriting songs, listening to television by watching video movie clips or CD-Rom, listening to the radio and using dictation, etc.Not only does listening enhance your ability to understand better and make you a better communicator, it also makes the experience of speaking to you more enjoyable to other people.
2Integrating the four language skills can be demanding of the teacher. We need to have a good understanding of discourse, and to be able to use textbooks flexibly. This can also be time-consuming, requiring a lot of preparation.Integration may threaten the coherence and consistency of current arrangements that have the support of everyone involved. Relevant specialists may continue to concentrate on the area of their core expertise and further specialist training may not be needed.
3English for specific purposes (ESP) is a subset of English as a second or foreign language. It usually refers to teaching the English language to university students or people already in employment, with reference to the particular vocabulary and skills they need.
4In applied courses, familiar, real-life situations will be used to illustrate ideas and students will be given more opportunities to experience hands-on applications of the concepts being studied. In an Academic Course, students will learn the essential concepts of a subject and explore related material.Offering students the chance to study on a fully specialised course. These courses cover a variety of course content within one chosen field.
5Academic English is different from other types of English and it often has features like these: it uses formal academic language and avoids colloqualisms. it usually avoids 'I' and is written in the third person and often uses impersonal structures. it is objective and impartial.These may include: writing assignments using appropriate academic English, not spoken language which is too informal. knowing how to search for academic texts without going straight to Google. knowing how to reference texts appropriately in your assignments.
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1)Before considering various methods of assessment, it is important to understand the different types of reading assessed. Teachers must recognize that test items can be written so that they implicitly or explicitly call for different types of reading. For example, if a student is given a lengthy passage to read in a short amount of time, skimming the passage, that is inspecting it rapidly with occasional periods of close inspection, may be the only way to successfully handle the text. A journal is a notebook or other semi-permanent container housing the writings of one student. Students in literature classes are frequently asked to keep journals in which they respond in writing to reading assignments. The journal can help students understand textbook material. Often, students make connections between what they read and their own lives, connections they sometimes do not make in more formal writing assignments. The journal also allows students to make connections between various selections they have read.Portfolios are systematic collections of student work over a period of time. These collections help students and teachers assess student growth and development. It is essential that students develop a sense of ownership about their portfolios, so they can understand where they have made progress and where more work is needed. The content of portfolios will vary with the level of the student and will depend on the types of assignments they are given in class. The portfolio may include the student’s journal, drafts of writing assignments for the class, homework exercises, tests, summaries of articles or other reading assignments, and statements of goals for reading.
2)Memory game☆Show learners an image for a couple of minutes and tell them to pay attention. Remove the image and ask them a few questions about it. This can be done as a writing or a listening/speaking activity.
Board activities *All children like drawing on the board and collaborative drawings are a great way to get children working
Draw a story☆Learners draw elements of a story on the board. They draw their own ideas independently, building up a collaborative picture. Then they sit in a circle as in the previous activity and take turns to ‘tell’ the story, using their imagination and creativity.
Our street:Draw a street on the board and draw your own house on it. Add your name to indicate it’s your house and any other features. Learners then come up to the board and draw their own houses along the same street, adding their names and other details. Learners sit and talk about the picture afterwards, saying who lives next to who and describing different houses. This is a great activity for community building and can lead to a simple writing activity in which they describe their street.
3)Case study is a research methodology, typically seen in social and life sciences. There is no one definition of case study research.1 However, very simply… ‘a case study can be defined as an intensive study about a person, a group of people or a unit, which is aimed to generalize over several units’.1 A case study has also been described as an intensive, systematic investigation of a single individual, group, community or some other unit in which the researcher examines in-depth data relating to several variables.
4)Education starts from birth, but in order for it to be effective, it must mirror the developmental maturity of the child. By way of illustrative 1-2-3year-old is not markedly different from that of a 4-5-year-old, but the difference in learning capacities of a 1-, 2-, or 3-year-old are obvious and dramatic. A concept is processed differently by children at each age. So, in order for education to be most effective, it must take into account the age – that is, the developmental maturity or readiness – of a child.According to the developmental psychologist Jean Piaget, kids build their own understanding. How they conceptualise the world, take in information, organise the information and experiences, and act upon it all depends on age.Age-appropriate learning is all about adapting to a child’s level of understanding, identifying the readiness of a child to learn, and then following the best-suited method of teaching. Parents and educators need to consider the mental, emotional and social maturity of a child, rather than choosing an educational path linked only to numerical age.Recent research states that early education – that is, education of children who are 18 months to two years old – is not only about measurable benchmarks like alphabets, numbers or colours. Education at this age involves learning to regulate emotions and learning through obedience and curiosity. Before toddlers learn 1,2,3 or A,B,C, they need to learn people skills like cooperation and friendliness.
5)Assessment is the systematic process of documenting and using empirical data to measure knowledge, skills, attitudes and beliefs.
A test is used to examine someone’s knowledge of something to determine what that person knows or has learned.
Test and assessment are used interchangeably, but they do mean something different. A test is a “product” that measures a particular behavior or set of objectives. Meanwhile assessment is seen as a procedure instead of a product. Assessment is used during and after the instruction has taken place. After you’ve received the results of your assessment, you can interpret the results and in case needed alter the instruction. Tests are done after the instruction has taken place, it’s a way to complete the instruction and get the results. The results of the tests don’t have to be interpreted, unlike assessment.
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1)Before considering various methods of assessment, it is important to understand the different types of reading assessed. Teachers must recognize that test items can be written so that they implicitly or explicitly call for different types of reading. For example, if a student is given a lengthy passage to read in a short amount of time, skimming the passage, that is inspecting it rapidly with occasional periods of close inspection, may be the only way to successfully handle the text. A journal is a notebook or other semi-permanent container housing the writings of one student. Students in literature classes are frequently asked to keep journals in which they respond in writing to reading assignments. The journal can help students understand textbook material. Often, students make connections between what they read and their own lives, connections they sometimes do not make in more formal writing assignments. The journal also allows students to make connections between various selections they have read.Portfolios are systematic collections of student work over a period of time. These collections help students and teachers assess student growth and development. It is essential that students develop a sense of ownership about their portfolios, so they can understand where they have made progress and where more work is needed. The content of portfolios will vary with the level of the student and will depend on the types of assignments they are given in class. The portfolio may include the student’s journal, drafts of writing assignments for the class, homework exercises, tests, summaries of articles or other reading assignments, and statements of goals for reading.
2)Task-based learning is an approach to language learning where learners are given interactive tasks to complete. In order to do this, they need to communicate. Once the task is complete, then the teacher discusses the language used.Example:The learners plan an itinerary for a guest who is coming to stay with their teacher. They research places to visit and timetables. They prepare a written schedule and a short guide. Once the task is completed, they discuss some of the language that has been important with the teacher.In the classroom,Tasks can provide an organisational structure for a teacher who believes in the Communicative Approach. Tasks provide meaningful communication and an opportunity to acquire language through real language use. Task-based learning may become more appropriate at higher levels.
3)Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to work in groups and to allow them to engage in their PBL project.Students generally must:Examine and define the problem.Explore what they already know about underlying issues related to it.Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.Evaluate possible ways to solve the problem.Solve the problem.Report on their findings.
4)While the grammar side is mostly the same, there are some notable differences.The vocabulary and slang are different in each English speaking country. The following link goes to a fascinating article that illustrates the differences between British and US English. British English Vs American English: 24 Differences Illustrated.Example of miscommunication because of vocabulary: a student recently transferred to my American ESL class from a British ESL class. During one of the lessons, the student announced that she’d lost her “rubber”. I quickly realized the she meant “eraser”(British meaning), but hearing a 7yo student say she is missing her “condom”(US meaning) threw me off initially.The spelling of words changes in each English speaking country. One would think that countries sharing the same language would spell their words the same way, but alas, no. When the Americans and the Brits went their own separate ways, so did the spelling. This next link goes to an article that does a wonderful job of explaining why and providing examples of the differences: The differences in British and American spelling | Oxford International English School.The accent an ESL student adopts also varies based on the teachers home country. I was raised in the Deep South. Though I’ve toned down my accent significantly over the years, it’s still there. I teach the pronunciations and enunciations; my students mimic and memorize what they learn. With time, they begin to sound like me. I don’t hear the slight southern drawl my students make, but my coworkers do. In the same fashion, I notice when my coworkers’ students use the Queen’s English.
5)Academic courses focus on the essential concepts of the discipline and also explore related concepts. Academic courses develop students' knowledge and skills by emphasizing theoretical, abstract applications of the essential concepts of the course and incorporating practical applications as appropriate.It is possible to get a degree in an academic subject or to pursue it as an academic interest by taking classes or reading academic journals.Academic course means a programme of studies, which leads to the National Technical Award to students, after successful completion of its all requirements. Sample 1. Academic course means completing and earning credit for a graduate-level course related to psychology from an accredited institution.
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1)Create a Rubric:Most teachers will be familiar with the concept of grading with a rubric, a table with different criteria and a grading scale. If you have never created a rubric before, it’s really quite easy. Simply choose the criteria on which you will grade students and list them down the left side of the page. Then create an even number of columns along the top of the page.Pronunciation is a basic quality of language learning. Though most second language learners will never have the pronunciation of a native speaker, poor pronunciation can obscure communication and prevent an ESL student from making his or her meaning known. When evaluating the pronunciation of your students, listen for clearly articulated words, appropriate pronunciations of unusual spellings, and assimilation and contractions in suitable places
2)Project-based learning (PBL) or project-based instruction is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may change.In essence, the PBL model consists of these seven characteristics6:
Focuses on a big and open-ended question, challenge, or problem for the student to research and respond to and/or solve
Brings what students should academically know, understand, and be able to do into the equation
Is inquiry-based, stimulates intrinsic curiosity, and generates questions as it helps students seek answers
Uses 21st-century skills such as critical thinking, communication, collaboration, and creativity, among others.7
Builds student choice into the process
Provides opportunities for feedback and revision of the plan and the project, just like in real life
Requires students to present their problems, research process, methods, and results, just as scientific research or real-world projects must stand before peer review and constructive criticism
3)Diaries help us to organize our thoughts and make them apprehensible. You can record daily events, thoughts and feelings about certain experiences or opinions. Journey allows you to tag and archive your diary entries.Journaling helps you to train your writing. If you want to practice or improve on your writing, the best thing to do is to start a journal. You may not have the perfect topic. All you need to do is to start writing your thoughts in Journey. The more you write, the more your writing improvesA journal is a good place to write your goals, ambitions, aspirations and new year resolutions. By keeping them in a diary, you can monitor your progress and feel motivated to continue to focus on your next milestone!.The benefits of keeping a journal is that you can record all of your ideas in one place anytime and at anywhere. Whenever an idea comes to your mind, you can write it down in your journal. You can then revisit these ideas later on to look for new links, form conclusions or even get a fresh idea!
4)Broadly speaking, vocational courses take practical and hands-on approaches, teaching skills like plumbing, programming and film editing. Academic courses tend toward the theoretical, and consider more traditional subjects like literature, history and maths.But, as is usually the case, this separation - and the associated preconceptions - isn’t all so black and white.In recent years, vocational offerings have expanded and diversified hugely. You can find courses all the way up to doctorate level, and spanning fields from designing theatre sets to building space ships.The wide variety of vocational courses on offer, paired with the increasingly competitive job market, mean that this option is becoming more and more popular. After all, a vocational qualification teaches students the practical skills they need to start climbing the professional ladder as soon as they graduate, and can be a great way of standing out to employers.
5)Materials adaptation is when you change an activity, manipulative, or toy slightly to meet the needs of a child with a disability or developmental delay.What they don't take into account is that adapting materials allows teachers to use resources properly and to consider what happens inside and outside the classroom, thus ensuring a better process of teaching and learning. Adapting materials allows teachers to use very good resources in their respective contexts.
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1)Having a strong vocabulary allows you to communicate well with others and to succeed on standardized tests. Teachers teach vocabulary to students in their first language as well as to students who learn a foreign language. Methods of assessing vocabulary differ depending on your aim in testing the vocabulary knowledge. Learn how to assess vocabulary so you'll be able
to know how well your students are progressing.One way to assess vocabulary is to ask a person the definition of the word. This means that if a teacher assigns students a list of vocabulary words to learn, the easiest way to assess whether a student has mastered these new vocab words is to give them a closed book test in which they must provide the definitions. Depending on grade level, this could involve writing the definition of each word, matching each word to its definition, or reciting the definitions of words shown on vocabulary flashcards.
2)A Test Plan is a detailed document that catalogs the test strategies, objectives, schedule, estimations, deadlines, and resources required to complete that project. Think of it as a blueprint for running the tests needed to ensure the software is working correctly – controlled by test managers.A well-crafted test plan is a dynamic document that changes according to progressions in the project and stays current at all times.It is the point of reference based on which testing activities are executed and coordinated among a QA team.The test plan is also shared with Business Analysts, Project Managers, Dev teams, and anyone associated with the project. This mainly offers transparency into QA activities so that all stakeholders know how the software will be tested.
3)Data is important, and it is everywhere. Teachers collect all sorts of information about students. These data can inform and influence teachers how to teach, what to review, and what to adjust.Formative assessments – Low-stakes assessments are important and useful student data. Examples include exit slips, brief quizzes, and thumbs up/thumbs down. Teachers can use these to gather information on where students are and where they need to go next and use this information to make instructional adjustments.Observations – The advantage of having a student-directed classroom is that the students are comfortable with the teacher walking around and sitting with them in their groups. This freedom allows the teacher to gather data on individual students. How are they making sense of the content? Are they having difficulty with a learning activity? Such data from observations will allow you to adjust the pacing for the whole class or support those who are struggling.Projects, essays, and exams – Summative assessments, such as end-of-unit science exams or literary analysis essays allow teachers to evaluate the growth of individual students as well as whole-group learning. If a considerable number of students don’t do well on a high-stakes assessment, teachers need to reflect and make necessary adjustments.
4)An advantage of commercial materials is that they are usually prepared by experts and carefully edited and field tested before publication. With teacher-made materials there is no guarantee that the quality will match those of commercial textbooks, since teachers may not have had any training in materials' preparation.When textbooks and commercial materials were the primary sources of classroom teaching and learning, a debate that emerged was the use of authentic materials versus created materials. Authentic materials refers to the use in teaching of texts, photographs, video selections, realia, and other teaching resources that were not specially prepared for pedagogical purposes. Created materials refers to textbooks and other specially developed instructional resources that have been prepared to include examples of specific grammatical items discourse feature
5)There are lots of resources available to English language teachers today: from textbooks to online teaching tools, they can all aid and enrich English lessons. Many teachers also introduce authentic English material into their lessons to expose learners to the language as it is spoken in the real world.Authentic material is any material written in English that was not created for intentional use in the English language classroom. Using this content to teach the English language can make the learning process even more engaging, imaginative and motivating for students. It can also be useful to elicit genuine responses from learners.The great thing about using authentic material is that it is everywhere, which makes it easy to find, and simple for learners to practise English in their own time. Remember that it isn’t limited to articles from newspapers and magazines. Songs, TV programmes and films, radio and podcasts, leaflets, menus – anything written in English constitutes authentic materia
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1)Grammar is tested directly or indirectly in all tests of a learner's language ability. It is difficult to conceive of any type of test in which there is no consideration of the grammatical abilities of the test takers. Even when a test item looks like this, for example:Select the correct answer:Please ________ me the answer.
a) say
b) speak
c) talk
d) tell
and is presumably designed to test the subject's knowledge of vocabulary rather than grammar in English, it requires the test taker to understand issues of transitivity surrounding these four troublesome verbs and the effect intransitivity, mono-transitivity and di-transitivity has on the selection of the correct form.Grammatical knowledge has been shown to be an excellent indicator of a learner's overall ability in a language, even more so than lexical knowledge so, for achievement, diagnostic and placement purposes, grammar testing is a useful tool.Testing grammar incidentally, in a mix of other test types concerning, say, reading, writing, listening, speaking and lexical knowledge may give us some measure of the breadth of learners' grammatical knowledge but is unlikely to provide anything like the precision we require if we want to measure the depth of their knowledge of grammar and their ability to apply the rules to their production and reception. This means testing grammar separately, both in terms of understanding and production of language, so we can get some estimation of how well items are known, not just how many are recognised.
2)It has happened to all of us at one time or another. We work hard to put together a plan that looks great on paper but does not meet our expectations when implemented. While some educators attribute this lack of success to the adage “the best laid plans… often go awry,” others view the unfavorable outcomes as an opportunity to refine their plans for future use. Instead of resorting to an “it is what it is” attitude, they perform a CSI: Classroom Success Investigation so that they can put practices and procedures into place that ensure greater success down the road.Some teachers begin lessons by starting to talk. Some students are still getting out their materials, others are engaged in private conversations, and a few are listening to the teacher. These teachers continue the lesson introduction ignoring the inattentiveness with the reasoning that when the students finally recognize that the lesson has begun, they will focus their attention in their direction. The problem is that these students may not be able to follow the directions and explanations since they have missed a vital part of the lesson’s introduction; they exist in limbo for the rest of the period or lesson.
3)Feeling positive about an observation is easier said than done, but try to use an observation as a positive experience. It's easy to see an observation as a threat, but keep in mind that observations have always been focused on seeing how the class are learning, not how you're teaching.Try to focus more on the feedback than the grade given. Some teachers ask for feedback first, as it is the feedback which will help you improve. If you're nervous about the observation, the minute you hear your grade, it's easy to breath a sigh of relief or start panicking, neither of which are productive states of mind to absorb feedback.For example, if you are told there was ‘not enough questioning' evidenced, it‘s easy to feel like that is a personal attack on your skills, but if you consider what this means, the observer is basing this on evidence from the lesson, and feels that telling you this would help drive learning forward. Any criticism is ultimately aimed at pushing learning further.
4)Learning needs can be categorised as either perceived or real. Trainees and teachers may have perceived needs about attitudes and competencies that a trainee is expected to learn. Real learning needs are the ones that have been decided through the direction of a syllabus, school, or licensing corporation. But be careful – there can be a mismatch in learning needs between trainees and teachers or faculties/educational establishments. Relevance – what relevance does the learning need identified to the learner’s current role in the current workplace.Alignment – how does that learning need fit in with the organisation’s higher goals? In the case of GP trainees, how does the learning need identified fit in or align to the GP Training programme? For example, does it cover a curriculum need? Perhaps it will help with the AKT or CSA. Or some other element for which evidence is required for completion of training.Measurement – how will the learner measure or evaluate the learning in terms of expected bchange and improvement?
5)Needs analysis, carried out to establish the “what” and the “how” of a course, is the first stage in English for specific purposes (ESP) course development, followed by curriculum design, materials selection, methodology, assessment, and evaluation. The analysis is discussed with participants and its “reality” verified by them. The needs analyses for English for occupational purposes (EOP) discussed in this chapter straddle both the academy and the professional workplace. The chapter discusses sources and methods used to collect data in needs analyses for ESP. It is evident from this chapter that English for academic purposes (EAP) rather than EOP has been the main focus of needs analysis enquiries. Two key forces are seen as driving future needs analyses and curriculum development in ESP: technologization and transnationalization, aspects of which are interrelated.A needs analysis is a wonderful tool to discover your team's weaknesses and areas for strengthening or reskilling. The process helps determine where L&D teams should distribute a training budget and finds areas where employees need additional support to retain what they've learned
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1.If you’re looking for a course evaluation method that puts the student’s knowledge to work, then you should try the alternative assessment method. This method of assessment is about getting students to show how much they have learned by executing tasks. Unlike traditional evaluation methods that only assess the student’s knowledge, alternative assessment spurs the student to wear his or her thinking hat, and creatively apply the knowledge to solve a problem. Concept maps, portfolios, and open-tests are some familiar examples of alternative assessments. What is Alternative Assessment? This is a method of evaluation that measures a student’s level of proficiency in a subject as opposed to the student’s level of knowledge. The overall goal of alternative assessment is to allow students to demonstrate their knowledge and execute tasks. Alternative assessment is also called a performance test or authentic assessment because it is deeply rooted in one’s ability to do something by leveraging newly-gained knowledge. As part of the assessment, the student will need to perform meaningful tasks that reflect a clear understanding of the teaching and learning objectives.

2. Learner autonomy is when students take control and responsibility for their own learning, both in terms of what they learn and how they learn it. It takes as its starting point the idea that students are capable of self-direction and are able to develop an independent, proactive approach to their studies. In the field of higher education, learner autonomy is particularly important. Students may have limited classroom contact time for learning English but they may need to rapidly increase their knowledge and skills. It is therefore important for them to become self-reliant language learners who can continue learning efficiently outside the classroom.

3. Independent Work means to acquire the knowledge necessary for achieving learning outcomes independently, in conformity with the assignments given by the teaching staff. Independent Work means intellectual property created or developed by a Faculty member without the use or support of any of the College’s resources. What is “independent” work? To work independently is to work efficiently on assigned tasks all by yourself or with little assistance. Independent workers might get some guidelines or instructions from senior colleagues, but are generally able to work with no supervision.Working alone puts you in control of decision making and workflow, which eliminates interpersonal conflicts and can increase productivity and job satisfaction.

4. Materials adaptation “a general term for the process that involves making changes to existing materials to better suit specific learners, teachers and contexts for the purpose of facilitating effective learning. This may mean reducing mismatches between materials, learners, teachers and contexts or making fuller use of the potential value of existing materials” . Prior to using materials, they can be systematically evaluated to decide whether adaptation is necessary and also to decide the type of adaption that is suitable.
5. Yes, it is. Speaking activities can either have an accuracy focus or a fluency focus, or sometimes both. The “setting up” involves careful modeling, guided practice, leading to freer practice. Also some activities can help to improve speaking ability. Activities To Promote Speaking : Discussions. After a content-based lesson, a discussion can be held for various reasons, Role Play. One other way of getting students to speak is role-playing, Simulations, Information Gap, Brainstorming, Storytelling, Interviews, Story Completion.
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1. Advantages: it provides students with structure and motivation to better themselves, while ensuring resilience in competition and disappointment. It helps in understanding competence so students can be taught an appropriate level and pace for them. Disadvantages: assessments can change the way teaching is focused.Alternative assessments, while intended to provide equitable access to the general curriculum, sometimes measure curricular entry points and access skills. Disadvantages of alternative assessments include use of student time, use of educator time, and inaccurate reflection of student progress and knowledge.
2. language teachers can improve their professional practice by developing a closer understanding of classroom discourse and, in particular, by focusing on the complex relationship between language, interaction and learning” . Providing a framework (self-evaluation of teacher talk or SETT model) for language teachers, he aims at raising the awareness of language teachers about their actions in the classroom. Another term in line with SETT framework is the notion of CIC (classroom interactional competence) that guides the teachers to use interaction as a tool to give their learners enough opportunities for learning.
3. A gap-fill is a practice exercise in which learners have to replace words missing from a text. These words are chosen and removed in order to practise a specific language point. Gap-fill exercises contrast with cloze texts, where words are removed at regular intervals, e.g. every five words. Transformation is a complete change in the appearance or character of something or someone, especially so that that thing or person is improved: Local people have mixed feelings about the planned transformation of their town into a regional capital.
4. There are many reasons that may account for difficulties learners sometimes have with mastering speaking skills. These could include: Inadequate classroom conditions (too many students in a class), Lack of motivation, Poor quality teaching, Poor quality materials, Little opportunity provided to practice speaking, Personality factors (anxiety, shyness etc).
5. Your learning needs analysis: step-by-step process:
Which skills are needed to progress?
What are the current skill levels?
Identify the skill gap.
How can that gap be closed through learning?
Implement a learning development strategy and evaluate.
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1. there are three approaches in alternative assessment: Authentic assessment, performance-based assessment, and constructivist assessment. Concept Maps, Reports, Collaborative Testing, Interviews, Summaries can be examples of alternative assessment.
2. Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences.Microteaching can be practiced with a very small lesson or a single concept and a less number of students. It scales down the complexities of real teaching, as immediate feedback can be sought after each practice session. The modern-day multimedia equipment such as audio–video recording devices have a key role in the learning process.Observing a fellow teacher and using a trial-and-error in own teaching sessions are very common way of self-training. But, both of them have their own demerits. On the other hand, microteaching helps in eliminating errors and builds stronger teaching skills for the beginners and senior teachers.Microteaching increases the self-confidence, improves the in-class teaching performances, and develops the classroom management skills.
3. A lesson observation, also known as a classroom observation, is the practice in which a lesson is observed to assess the quality of teaching to ensure students are receiving the most effective learning experience.they aren’t intended as a practice to scaremonger teachers, it’s to identify ways in which you can improve your teaching and classroom management skills, reducing blockers to student learning so they’re achieving the best they possibly can.
4. Needs analysis is an important means of conducting research prior to designing and evaluating lessons/materials/syllabus and it helps draw a profile of students/course in order to determine and prioritize the needs for which students require English. Needs analysis helps organizations become proactive in approaching potential issues before they become actual problems. Being able to figure out the gaps in employees' knowledge and skills before these gaps start creating real issues that can affect the organization is just one of needs analysis' important benefits
5. What they don't take into account is that adapting materials allows teachers to use resources properly and to consider what happens inside and outside the classroom, thus ensuring a better process of teaching and learning. Adapting materials allows teachers to use very good resources in their respective contexts.