partner checks each sentence;
The original author of the sentences corrects feedback
|
Performance goal
|
None of them
|
Affective goal
|
Cognitive goal
|
Identify the type of the goal in the following instruction:
a) Student fill out a daily journal about how he/she feels
|
Affective goal
|
None of them
|
Performance goal
|
Cognitive goal
|
Choose the appropriate definition to the given concept? Objectives mean…. .
|
An accomplishment for certain efforts
|
the general aims that are achieved within a month or year
|
general intentions that are not specific
|
the measurable aims that are achieved within a week or month
|
Choose thecorrect answer.
The main principles of writing goals and objectives from SLA are … .
|
Cognitive, performance, affective
|
Achievable
,
behavioral, organizatio nal, instrument al
|
Practical, educational, developing
|
Clear, short and measurable
|
Choose the correct answer.
Goals mean … .
|
The general aims that are achieved within a month or year
|
Concrete in statement
|
The measurable aims that are achieved within a week or month
|
Narrow in scope aims
|
Choose the correct answer.
Which part of the lesson planning can this phrase be
found:”to introduce a new topic?”
|
In objective
|
In conclusion
|
In interaction pattern
|
In procedure
|
Choose the correct answer .
“To be aware of writing all types of essays” is … of the lesson. … .
|
a goal
|
an objective
|
a technique
|
a strategy
|
Choose the correct answer The characteristics of an objective are … .
|
Narrow plan, specific action, short term, measurable
|
Achievable
,
behavioral, organizatio nal, instrument
al
|
Impersonal, achievable, educational, practical
|
Broad plan, generic action, longer term, not measurable
|
Choose the correct answer .
The characteristics of a
goal are … .
|
Broad plan, generic action, longer term, not measurable
|
Narrow plan, specific action, short term, measurabl e
|
Impersonal, achievable, educational, practical
|
Achievable, behavioral, organizational, instrumental
|
Choose the correct answer .
What does a lesson contain?
|
Stages, aim, procedure, interaction pattern and time
|
Home task, topics, icebreakin g and conclusion
|
Materials, activities, pair work and tasks
|
Goals and objectives, procedure, group work and tasks
|
Find the correct definition of lesson plan:
|
A living document
|
Particular method
|
The needs of the learners
|
An organized instruction
|
What does interaction pattern include?
|
Whole class activity, pair works and group works
|
Lead in, brainstorm ing or icebreakin g
|
Presentation, production and practice
|
Handouts, worksheet and activities
|
Which part of the lesson plan do these two “teacher-student,
student-student” go
|
Interaction pattern
|
Lead-in
|
Procedure
|
Summary
|
What are three basic precepts of through phase in lesson planning?
|
From familiar to new, simple to complex and mechanical to unstructured
|
Suggesting
,
explaining and summarizi ng
|
Presenting, practicing and producing
|
Modeling, monitoring and guiding
|
What are the techniques of through phase in lesson planning?
|
Setting of limits, systematic redundancy, efficient delivery of directions
|
Suggesting
,
explaining and summarizi ng
|
Presenting, practicing and producing
|
Modeling, monitoring and guiding
|
Which part of lesson planning can this phrase be found
“teacher writes some
new vocabulary on the
board” ?
|
In procedure
|
In lead in
|
In conclusion
|
None of them
|
Which part of lesson planning can this phrase be found “to write a narrative paragraph about the hero”?
|
In conclusion
|
In procedure
|
In lead-in
|
None of them
|
What instructions do through phase of lesson planning include?
|
Monitor the class, guide the activities, explain tasks
|
Present directions, model procedure s, provide feedback
|
Introduce the topic, create a friendly atmosphere, explain the activities
|
Summarize the topic, provide feedback, give hometasks
|
. What is the instruction of beyond phase in lesson
planning?
|
Summarizing major points
|
Setting of limits
|
Model procedures
|
Present the topic
|
Choose the correct answer.
Teaching is done following a well spelt-
out procedure.
|
method
|
approach
|
technique
|
principle
|
Choose the correct answer.
A highly personalized style of carrying out a particular step.
|
technique
|
approach
|
method
|
principle
|
Choose the correct answer.
A general rule or principle that guides the whole process of teaching
|
approach
|
technique
|
task
|
method
|
Where was the first standardizing testing used?
|
China
|
Egypt
|
France
|
Greece
|
When were multiple- choice tests created?
|
By 1930 multiple-choice tests were firmly entrenched in the schools
|
By 1940 multiple- choice tests were firmly entrenched in the schools
|
By 1950 multiple- choice tests were firmly entrenched in the schools
|
By 1960
multiple-choice tests were firmly entrenched in the schools
|
What are the components of thelanguage competence?
|
linguistic, discourse, sociolinguistic, and strategic competences
|
the concept which encompasses both assessment and evaluation
|
reading, writing, listening and speaking
|
grammar, vocabulary, pronunciation
|
A test is …
|
a specific technique for gathering information about students’ knowledge skills or abilities.
|
a process involving various ways of collecting data.
|
the concept which encompasses both assessment and evaluation.
|
a task that determines in advance what the test-taker will produce(e.g., reading aloud or sentence repetition).
|
How does ancient Greece testing methods differ from Chinese ones?
|
In ancient Greece Socrates had used a system where he tested his students through dialogue.
|
They used philosophical works of Confucius and his disciples.
|
In ancient Greece Socrates had used a system where he tested his students through speaking.
|
They tested the content knowledge of military strategy, civil law, revenue and taxation.
|
Discourse competence
is defined …
|
as the ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.
|
as involving knowledge of the sociocultural rules of language and of discourse.
|
as encompassing knowledge of lexical items and of rules of morphology, syntax, sentence- grammar semantics, and phonology.
|
the verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient competence
|
Strategic competence
is seen as …
|
the verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient competence
|
the ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances
|
involving knowledge of the sociocultural rules of language and of discourse
|
encompassing “knowledge of lexical items and of rules of morphology, syntax, sentence- grammar semantics, and phonology
|
Sociolinguistic competence is defined
…
|
as involving knowledge of the sociocultural rules, of language and of discourse.
|
as the verbal and nonverbal communication strategies that may be called as action to compensate breakdowns in communication.
|
as the ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.
|
as encompassing knowledge of lexical items and of rules morphology, syntax, sentence- grammar semantics, and phonology.
|
Grammatical
competence is seen …
|
as encompassing knowledge of lexical items and of rules of morphology, syntax, sentence- grammar semantics, and phonology.
|
an assessment method in which the test-taker is not required to perform the target task; rather, inference is made from performance on non-target tasks.
|
as the verbal and nonverbal communication strategies that may be called as action to compensate breakdowns in communication.
|
as the ability to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.
|
Assessment for
learning is ….
|
gathering information about students before commencing the learning process.
|
usually used at the end of a course of study. The intention is to summarise, to see if achievements are at the expected
|
an assessment method in which the test-taker is not required to perform the target task; rather, inference
|
gathering information about students during and after the learning process.
|
|
|
level.
|
is made from performance on non-target tasks.
|
|
Diagnostic assessment is
|
an act of gathering information which helps teachers identify
learners’ strengths and weaknesses with regards to course content (i.e., skills and knowledge) and is tied directly to the course syllabus.
|
developing own understanding of how to measure one’s or others’ knowledge; becoming active participants of an assessment process and learning.
|
is the process of not only indicating the problem but also suggesting ways to overcome and address the identified problem.
|
looking at whether each candidate meets the requirements for a certain level or position based on characteristics,
i.e. descriptions provided in criteria.
|
Self and Peer-
assessment is …
|
developing own understanding of how to measure one’s or others’ knowledge; becoming active participants of an assessment process and learning.
|
a procedure of collecting evidence about students’ knowledge and achievements throughout the course which then results in one final score at the end.
|
designed to measure capacity or general ability a priori (e.g., before taking a foreign language course) to predict success in that undertaking.
|
measuring others’ knowledge; becoming
observers in an assessment process and learning.
|
What is continuous assessment?
|
It involves a procedure of collecting evidence about students’ knowledge and
achievements throughout the course which then results in one final score at the end.
|
It is the process of not only indicating the problem but also suggesting ways to overcome and address the identified problem.
|
Assessment that focuses on the organizational components (e.g., grammar, vocabulary) of a language.
|
Assessments designed on the assumption that language can be broken down into its component parts and that those parts can be tested successfully.
|
What is data-driven learning?
|
Teaching and learning based on the data collected about students.
|
Systematic, planned exercises or procedures constructed to give teacher and student an appraisal of student achievement.
|
Evaluating students in the process of
“forming” their competencies and skills with the goal of helping them continue that growth process.
|
A test that elicits a test-
taker’s ability to use language that is meaningful and authentic.
|
What is feedforward?
|
It is the process of not only indicating the problem but also suggesting ways to overcome and address the identified problem.
|
A process of quantifying a test- taker’s performance according to explicit procedures or rules.
|
Any theory, hypothesis, or model that attempts to explain observed phenomena in one’s universe of perceptions.
|
It is the process of indicating the learners’ problems in learning.
|
What is assessment of
learning?
|
It is usually used at the end of a course of study. The intention is to summarise, to see if achievements are at the expected level.
|
It is gathering information about students before commencing the learning process.
|
It is an assessment tool which can be considered practical if it uses fits an available budget, does not exceed the optimal time constraints and easy in administration as well as scoring.
|
A method of assessment in which test- takers listen to a text and write down what they hear.
|
What is norm- referenced assessment?
|
It is based on the comparison of all test-takers within a continuum. In other words, each test-taker is compared to how well (or poor) other test-takers did on the same exam.
|
An assessment which provides information about students’ attainment of learning outcomes at the end of a course.
|
It looks at whether each candidate meets the requirements for a certain level or position based on characteristics,
i.e. descriptions provided in criteria.
|
An assessment which places students at an appropriate level of instructions within a program.
|
What is criterion- referenced assessment?
|
It looks at whether each candidate meets the requirements for a certain level or position based on characteristics,
i.e. descriptions provided in criteria.
|
It is an informative document and which is also kept for preparing further variants of the same kinds of test in the future.
|
It is an objectively- scored item where there is only one fixed correct answer.
|
It is based on the comparison of all test-takers within a continuum. In other words, each test-taker is compared to how well (or poor) other
test-takers did on the same exam.
|
What is a communicative test?
|
A test that elicits a test-taker’s ability to use language that is meaningful and authentic.
|
A test designed to measure capacity or general ability a priori (e.g., before taking a foreign language course) to predict success in
|
A test which measures global competence in a language.
|
A test which provides information about mastery or difficulty that learners have with course
|
|
|
that undertaking.
|
|
materials.
|
What is an aptitude test?
|
A test designed to measure capacity or general ability a priori (e.g., before taking a foreign language course) to predict success in that undertaking.
|
A test which measures global competence in a language.
|
A test that elicits a test-taker’s ability to use language that is meaningful and authentic.
|
A test that places students at an appropriate level of instructions within a program.
|
What is dictation?
|
A method of assessment in which test-takers listen to a text and write down what they hear.
|
A method of assessment in which test-takers write down a paragraph using rubrics.
|
It is a method in which test-takers listen to a relatively long text and try to internalize the content, some phrases then use them to recreate the text.
|
An assessment method in which the test- taker actually performs the target task.
|
What is dicto-comp?
|
A variant of dictation whereby test-takers listen to a relatively long text (e.g., a paragraph of several sentences or more) and try to internalize the content, some phrases, and/or key lexical items and then use them to recreate the text.
|
A method of assessment in which test-takers listen to a text and write down what they hear
|
A task that determines in advance what the test-taker will produce (e.g., reading aloud or sentence repetition)
|
Process of quantifying a test-taker’s performance according to explicit procedures or rules
|
What is indirect testing?
|
An assessment method in which the test-taker is not required to perform the target task; rather, inference is made from performance on non-target tasks.
|
Evaluating students in the process of “forming” their competencies and skills with the goal of helping them continue that growth process.
|
An assessment method in which the test-taker actually performs the target task.
|
Detailed specific linguistic competencies that involve processing up to and including the sentence- level (phonology, morphology, grammar, lexicon).
|
What is direct testing?
|
An assessment method in which the test-taker actually performs the target task.
|
Types of intelligence that extend beyond traditional IQ-based concepts, such as spatial, musical, kinesthetic, naturalist, interpersonal, and intrapersonal intelligence.
|
A form of individualized written feedback about a student’s performance, sometimes used as an alternative or supplement to a letter grade.
|
An assessment method in which the test- taker is not required to perform the target task; rather, inference is made from performance on non-target tasks.
|
What is formative assessment?
|
Evaluating students in the process of “forming” their competencies and skills with the goal of helping them continue that growth process.
|
Different responses from which a test- taker can choose in an item language curriculum or school.
|
The extent to which resources and time available to design, develop, and administer a test are manageable and feasible.
|
Ready-made sentence stems and whole sentences or memorized chunks of sentences that provide models for the creation of new sentences.
|
What is high-stakes test?
|
An instrument that provides information on the basis of which significant decisions are made about test-takers (e.g., admission to a course/school)
|
attending to the procedures (steps, strategies, tools, abilities) used to comprehend or produce language
|
attending to the end result of a linguistic action (e.g., in writing,
the “final” paper, versus the various steps involved in composing the paper)
|
assessments that involve learners in actually performing the behavior that one purports to measure
|
What is holistic scoring?
|
An approach that uses a single general scale to give a global rating for a test-taker’s language production
|
the degree of correspondence of the characteristics of a given language test task to the features of a target language task
|
the effect of the use of a test on individual test- takers, institutions, and society
|
a word that seldom or rarely appears in written or spoken texts
|
What is indirect testing?
|
An assessment method in which the test-taker is not required to perform the target task; rather, inference is made from performance on non-target tasks
|
An assessment instrument in which items offer the test-taker a choice among two or more listed options
|
A process in which information processed from one skill (e.g., listening to a telephone message) is used to perform another skill (e.g.,
writing down
|
Combining the use of more than one skill (reading, writing, speaking, and listening) in using language
|
|
|
|
name/number to return a phone call)
|
|
Which is the broadest concept?
|
Evaluation
|
assessment
|
testing
|
Assessment and testing
|
What is level for philology-leaving
|
C1
|
B1
|
B2
|
A2
|
What is multiple- choice test?
|
An assessment instrument in which items offer the test-taker a choice among two or more listed options
|
Form of individualized written feedback about a student’s performance, sometimes used as an alternative or supplement to a letter grade
|
In a writing test, a single score indicating the effectiveness of the text in achieving its primary goal
|
A test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability
|
Practicality is …
|
The extent to which resources and time available to design, develop, and administer a test are manageable and feasible
|
The extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment
|
The effect of assessments on classroom teaching and learning
|
The extent to which a test- taker views the assessment as fair, relevant, and useful for improving learning
|
Subjective tests are…
|
Tests in which the absence of predetermined or absolutely correct responses require the judgment of the teacher to determine correct and incorrect answers
|
Assessments that involve learners in actually performing the behavior that one purports to measure
|
Tests that are aimed to measure, or summarize, what a student has grasped and typically occurs at the end of a course or unit of instruction
|
Test that are not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability
|
What is validity?
|
The extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment
|
Statements that describe what a student can perform at a particular point on a rating scale; sometimes also called band descriptors
|
The effect of assessments on classroom teaching and learning
|
The extent to which resources and time available to design, develop, and administer a test are manageable and feasible
|
What is integrative test?
|
A test that treats language competence as a unified set of interacting abilities of grammar, vocabulary, reading, writing, speaking, and listening.
|
The extent to which the linguistic criteria of the test (e.g., specified classroom objectives) are measured and implied predetermined levels of performance are actually reached.
|
A test in which the absence of predetermined or absolutely correct responses require the judgment of the teacher to determine correct and incorrect answers.
|
A test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability.
|
How many principles should be taken into consideration in all test specifications?
|
There are 7 principles in test development: purpose of the test; learners’ age and level; language skills; language elements; target language situation; text types; tasks.
|
There are 6 principles in test development: purpose of the test;; language
skills; language elements; target language situation; text types; tasks.
|
There are 5 principles in test development: purpose of the test;; language elements; target language situation; text types; tasks.
|
There are 4 principles in test development: purpose of the test; target language situation; text types; tasks.
|
How can newly created assessment tool be checked?
|
The best way to find out whether the created assessment tool works well is piloting
|
It can be checked after the announcement of learners’ results
|
The best way to find out whether the created assessment tool works well is using it many times
|
It can be checked by survey and questioner
|
What are the types of alternative assessment?
|
preliminary, Formative, Summative
|
test
|
active and passive assessments
|
traditional and innovative
|
What is Student involved assessment component of assessment for learning?
|
Students are not passive in the assessment process but are engaged in developing the assessment, determining what a good performance entails, and learning to score through models provided by the teacher
|
Teachers are the models for students to learn what is important in their performance. So feedback should be clear, descriptive, and illustrated for students. Students need guidance in giving their peers feedback as well as in evaluating themselves. This goal is grounded in the teacher modeling effective feedback
|
Teachers are the models for students to learn what is important in their performance and this skill is not easy and requires guidance from the teacher
|
EFL should lead to self- directed learning, which requires learners evaluate themselves.
This skill is not easy and requires guidance from the teacher. Students should be asked to think about
|
Which test type can be used in the following situation An applicant is seeking admission to a University in the UK?
|
Proficiency tests
|
placement tests
|
diagnostic tests
|
achievement tests
|
Find the correct order in test design
|
Determining the purpose of a test; designing objectives; creating test specifications: devising test items; administering the test; construct a system of scoring/grading
|
Designing objectives; creating test specifications: devising test items; administering the test; construct a system of scoring/grading
|
Determining the purpose of a test; designing objectives; creating test construct a system of scoring/grading
|
Determining the purpose of a test; designing objectives; creating test specifications: devising test items; administering the test.
|
What are Hughes' cautions against a number of weaknesses of multiple-choice items. What are they?
|
The technique tests only recognition knowledge.
considerable effect on test scores.
The technique severely restricts
what can be tested.
It is very difficult to write
successful items.
Beneficial washback may be
minimal.
Cheating may be facilitated
|
The technique tests recognition knowledge.
have a considerable effect on test scores.
The technique severely restricts what can be tested.
It is very easy to
write successful items.
washback may be forseen.
facilitated.
|
The technique does not test recognition knowledge.
have a considerable effect on test scores.
The technique severely restricts
what can be tested.
It is very difficult to write successful items.
Beneficial
washback may be minimal.
be avoided.
|
The technique does not test only recognition knowledge.
have a considerable effect on test scores.
does not restrict what can be tested.
difficult to write successful items.
Beneficial washback may be minimal.
|
Multiple-choice tests
are …
|
practical and reliable
|
Valid and authentic
|
Valid and practical
|
Reliable and authentic
|
Washback is …
|
the effect of assessments on classroom teaching and learning
|
the extent to which results of a test are used to gauge future performance
|
the extent to which a test- taker views the assessment as fair, relevant, and useful for improving learning
|
the extent to which the linguistic criteria of the test are measured and implied predetermined levels of performance are actually reached
|
Summative test is …
|
a test that aims to measure, or summarize, what a student has grasped and typically occurs at the end of a course or unit of instruction
|
a test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability
|
statements that describe what a student can perform at a particular point on a rating scale; sometimes also called band descriptors
|
attending to the end result of a linguistic action (e.g., in writing, the “final” paper, versus the various steps involved in composing the paper
|
Proficiency test ….
|
a test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability
|
a test that aims to measure, or summarize, what a student has grasped and typically occurs at the end of a course or unit of instruction
|
a test that has predetermined fixed responses
|
a test in which each test-
taker’s score is interpreted in relation to a mean (average score), median (middle score), standard deviation (extent of variance in scores), and/or percentile rank
|
Communicative test is
….
|
a test that elicits a test-taker’s ability to use language that is meaningful and authentic
|
a test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability
|
a test that has predetermined fixed responses
|
a test that aims to measure, or summarize, what a student has grasped and typically occurs at the end of a course or unit of instruction
|
Achievement test is …
|
a test used to determine whether course objectives have been met—and appropriate knowledge and skills acquired—by the end of a given period of instruction
|
a test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability
|
a test that has predetermined fixed responses
|
a test that elicits a test-
taker’s ability to use language that is meaningful and authentic
|
Alternative assessm
ent is …
|
various instruments that are less traditional and more
authentic in their elicitation of meaningful communication
|
the degree of correspondence of the characteristics of a given language test task to the features of a target language task
|
the effect of assessments on classroom teaching and learning
|
the extent to which results of a test are used to gauge
future performance
|
Authenticity is …
|
the degree of correspondence of the characteristics of a given language
test task to the features of a target language task
|
various instruments that are less traditional and more
authentic in their elicitation of meaningful communication
|
the effect of assessments on classroom teaching and learning
|
the extent to which results of a test are used to gauge
future performance
|
C1…….
|
effective operational proficiency
|
waystage
|
threshold
|
breakthrough
|
C2…….
|
Mastery
|
waystage
|
threshold
|
breakthrough
|
Can express him/herself clearly and without much sign of having to restrict what he/she wants to say. What level is it?
|
B2
|
A1
|
A2
|
B1
|
Levels for school- leaving
|
A1, A2
|
A2, B1
|
C1
|
A1, B2
|
Proficient user
includes……. …….
|
C1, C2
|
B1, B2
|
A2
|
A1, B1
|
What are the types of competencies as a key aspect in CEFR ?
|
General and Communicative
|
Pragmatic and Cognitive
|
General and Cultural
|
Communicative and Cultural
|
Which format of testing oral ability can be structured and unstructured?
|
interviews
|
interaction
|
response
|
quiz
|
Which task is necessary in order to process the results and to draw conclusion on the learners’ performance
|
Test analysis
|
Ordering tasks (sequencing)
|
Editing tests
|
Remodeling tests
|
What is evaluation?
|
It is the broadest concept out of three Which encompasses both assessment and test
|
It is an act of gathering information.
|
It is the aim of formative assessment .
|
It is a testing technique.
|
Basic user includes…….
|
A1, A2
|
B1, B2
|
C1, C2
|
A1, B1
|
……………. provide information that helps to place the students at the most suitable stage of the teaching curriculum.
|
Placement tests
|
Achievement tests
|
Diagnostic tests
|
Test
|
……………. format is used to test students’ abilities to describe their message to an addressee
|
Describing
|
Explaining
|
Contextual
|
Written response
|
…………….. is the coincidence of the test scores with other measures of the
learner’s language performance, e.g. teacher’s marks.
|
Concurrent validity
|
Consistency
|
Construct validity
|
Realibility
|
……………. measure learners’ language
ability regardless of the training they may have had or the vocabulary and topics they may have studied
|
Proficiency tests
|
Achievement tests
|
Diagnostic tests
|
Placement tests
|
……………….format is used to test the ability to write a “balanced argument”, in which all “pros” and “cons” are equally represented
|
Comparing and contrasting
|
Explaining
|
Contextual
|
Written response
|
……………… format is
often used in the
“letter-of-complaint”
task
|
Explaining
|
Describing
|
Contextual
|
Written response
|
Oral test types can
be…………
|
a monologue, a dialogue and a multi-participant interaction
|
a monologue, a dialogue
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a dialogue and a multi-participant interaction
|
speech
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Which task means that the test-takers have to transfer material from the text on to a chart, table or map?
|
Information transfer
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gap filling
|
Cloze procedure
|
Matching
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…………….. is permanence of the measurement results produced by a test
|
Reliability
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Consistency
|
Construct validity
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Concurrent validity
|
………………. in language assessment refers to how well the inferences we can make from the results of our measure match the construct or feature of language
that we want to
|
Validity
|
Rubric
|
Testing
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Holistic
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measure
|
|
|
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