23. Types of activities. The activities of the teacher include

4. Task-based

We mentioned the benefits of showing students what they need to improve upon versus telling them. Task-based assessments take this to a whole new level.
Use task-based assessments when you want to test a student’s speaking and comprehension. This is usually conducted in pairs or with the teacher participating, but try to avoid the latter so that all of your attention can be focused on assessing.
Diagnostic tests, for example, are often presented in straightforward, brief formats that include sections like fill-in-the-blank, correctly conjugate underlined words in a text, etc. Task-based assessments, on the other hand, can be broader.
Instead of having a student answer questions that use new political vocabulary, have them give a 15-minute presentation as if they were speaking to a UN delegation and had to argue for or against euthanasia or some other important topic.
The student’s ability to achieve this task determines the grade.
Another assignment could be the following hypothetical task:
You have a friend visiting you in your city. Your friend is thinking about moving there too. Give a 5-minute argument that tries to convince your friend that moving to your city is a great idea.
Task-based learning is perfect for testing a student’s overall speaking level and ability to use the language.
You’re probably naturally leaning towards one of the assessment methods we’ve just discussed, but the best part is that you don’t need to choose just one to take back to the classroom with you. You can use all of them or a combination.
Your students will thank you, and you’ll find yourself easily bridging the gaps in the infamous teaching-testing-learning divide.
Formative assessment
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:

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  help students identify their strengths and weaknesses and target areas that need work
  
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  help faculty recognize where students are struggling and address problems immediately
  

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:

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  draw a concept map in class to represent their understanding of a topic
  
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  submit one or two sentences identifying the main point of a lecture
  
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  turn in a research proposal for early feedback
  

Summative assessment
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. Examples of summative assessments include:

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  a midterm exam
  
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  a final project
  
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  a paper
  
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  a senior recital
  

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.
113. The significance of testing in teaching FL. Tests help educators with determining student grade level placement, designing specialized instruction, setting learning goals, and monitoring progress. The testing effect is a vital strategy in the facilitation of the retention of information of your students. It's also known as retrieval practice and investigates ways that you, as an educator, can ensure your students are able to retain ideas and information long term.
114. Proficiency tests.
A proficiency test measures a learner's level of language. It can be compared with an achievement test, which evaluates a learner's understanding of specific material, a diagnostic test, which identify areas to work on, and a prognostic test, which tries to predict a learner's ability to complete a course or take an exam. Proficiency tests are uncommon within the classroom but very frequent as the end aim (and motivation) of language learning.
115. Achievement tests.
Achievement tests are developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction. Achievement tests are often contrasted with aptitude tests.
116. Diagnostic tests. 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.
117. Placement tests. a test usually given to a student entering an educational institution to determine specific knowledge or proficiency in various subjects for the purpose of assignment to appropriate courses or classes. Placement testing is a practice that many colleges and universities use to assess college readiness and determine which classes a student should initially take. Since most two-year colleges have open, non-competitive admissions policies, many students are admitted without college-level academic qualifications. Placement tests assess abilities in English, mathematics and reading; they may also be used in other disciplines such as foreign languages, computer and internet technologies, health and natural sciences. The goal is to offer low-scoring students remedial coursework to prepare them for regular coursework.^[1] Less-prepared students are placed into various remedial situations, from adult basic education through various levels of developmental college courses.
118. The role of assessment in foreign language teaching. Assessment is one of the most important aspects of language teaching and learning. Assessment has two main purposes: to make summative evaluations and to provide instructional feedback to help learners progress. Both summative and formative assessments can be formal (standardized) or informal (classroom-based). Assessment should integrate grading, learning, and motivation for your students. Well-designed assessment methods provide valuable information about student learning. They tell us what students learned, how well they learned it, and where they struggled.
119. Formative assessment. 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.
Assessment for learning. Planned and used during instruction.
120. 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.
Assessment of learning. Used after instruction.
121. The effect of testing on teaching and learning.
The testing effect is a vital strategy in the facilitation of the retention of information of your students. It's also known as retrieval practice and investigates ways that you, as an educator, can ensure your students are able to retain ideas and information long term.
Test is a process that is administered to measure student's ability to performance in a particular field in a certain time limit with some specific goal. It generally acts as a gate- pass in teaching for students to go ahead in learning.
122. Designing tests in FLT.
123. Objectives of the testing in FLT. Testing also aims at finding out how much of a course a learner has actually mastered. These types of tests are usually based on what has actually been taught in language learning program. The amount of language learnt in the course can be measured by giving the same test at the end of the language course.
To develop students' communication abilities such as accurately understanding and appropriately conveying information, ideas, etc., deepening their understanding of language and culture, and fostering a positive attitude toward communication through foreign languages.
124. Types of writing tests. This article throws light upon the two types of written tests which are carried out to determine the performance of students. The types are: 1. Objective Type Tests 2. Essay Type Tests. 

Type # 1. Objective Type Tests:

Objective type test items are highly structured test items. It requires the pupils to supply a word or two or to select the correct answer from a number of alternatives. The answer of the item is fixed one. Objective type items are most efficient to measure different instructional objectives.
Objective type tests are also called as ‘new type tests’. These are designed to overcome some of the great limitations of traditional essay type tests.

Type # 2. Essay Type Tests:

In class room testing essay type tests are very popularly used. Specially we found its intensive use in the higher education. His­tory shows that in China essay type test were in use earlier to 2300 B.C. and in the beginning of 20th century this was the only form of written test.
Objective type tests are effective in measuring a variety of learning outcomes. Still there are some complex learning outcomes which cannot be measured by the objective type test items. Learning out-comes concerning ability to recall, organize, and integrate ideas; the ability to express oneself in writing; and the ability to supply ideas cannot be measured with objective type tests. Measurements of these outcomes require essay type items.
Essay type tests are those tests in which the examinee is asked to discuss, enumerate, compare state, evaluate, analyse, summaries or criticize, includes writing at a specified length on a given topic involving the process listed above. In essay type tests pupil are free to select, relate and present ideas in their own words. So that the distinctive feature of essay type test is the freedom of response.