Describe two forms of assessment: a Formative assessment


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Task 1. Describe two forms of assessment:
a)Formative assessment- the goal of formative assessment 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. They help students identify their strength and weaknesses and target areas that need work. This type of assessments are generally low stakes,whose value is very low or no value.

Types of formative assessment:observations,homework exercises,reflections,question and answer sessions ,conferences, in-class activities and student feedbacks
b) Summative assessment-the goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standart or benchmark. They possess more stakes. There are following types of it:

midterm exams, finalprojects,papers,seniorrectial



information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses
Task 2. There are six main kinds of language test (a-f) below. Match these to the 6 definitions(1-6) given below. Note your answers on the grid provided.
Kinds of language test Definitions
Tests designed to...
a) aptitude tests 1) establish who is (and who is not) likely to be good at learning foreign languages

b) placement tests 2) establish how much of the language syllabus has been learnt

c) diagnostic tests 3) establish areas of weakness or deficiency, so future teaching can remedy these areas

d) progress tests 4) arrange learners in groups of roughly similar language level

e) attainment tests 5) establish whether students have the necessary level and type of language to undertake a task in the future (eg. a course of study)

f) proficiency tests 6) establish whether learners have mastered the language that has been taught in recent lessons


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Task 3. Here is a list of the ten most common discrete-point techniques (1-10). Match each technique to the appropriate example on the right (a-j).
Technique Example
1) transformation a) I want you to finish the work before you leave.

Rewrite including the word completely.

2) blank completion b) Form the following items into one sentence: boils/one/degrees/water/at/hundred/Celsius

3) blank and cue c) Complete the following sentence:



I(write) to him yesterday.

4) joining elements d) Complete the following sentence:



I’m going home at six o'clock.

5) replacing elements e) Is the meaning of these two sentences the same or different?



(1) She stopped talking to him.

(2) She stopped to talk to him.

6) adding elements f) We may go to Greece. It is more likely that we’ll go to Italy. Rewrite as one sentence.

7) arranging elements g) Put each of the following words into the correct column: bed, bus, car, chair, cow, desk, dog, horse, train animals / furniture / transport

8) matching elements h) Choose the best answer.



Water________ of hydrogen and oxygen.

a. is consisting b. consisting c. consists d. consisted

9) multiple choice i) It would be even sillier to ask no questions at all. Rewrite using foolish.



10) dual choice j) The teacher gave two books to every pupil. Rewrite: The teacher gave all___________________.


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Task 4. Here are some basic terms related to the fundamental principles of language testing (1-20). Match each term to one of the definitions (a-t) below.
Terms Definitions
1) language competence a) The extent to which a test actually seems to test what people think it should test.

2) contextualised language b) The influence that tests have over the teaching and learning processes.

3) criterion-referenced testing c) The extent to which a test includes and tests language relevant to future language-using situations.

4) direct testing d) Test items which can be scored on a right/wrong basis without requiring a judgement by the scorer.

5) discrete-point testing e) The skills of reading and listening, which can be tested objectively.

6) receptive language skills f) The extent to which a test is consistent in its assessment - consistent from person to person, time-to-time, place-to- place.

7) reliability g) Language as it is produced, with all its imperfections caused by memory limitations, distractions, shifts of attention and interest, and errors.

8) language usage h) Testing which assesses language proficiency by requiring learners to apply their language knowledge to carry out real- world language tasks.

9) washback i) Testing by means of a number of items, each testing a single and separate part of the language.

10) objective testing j) Testing which assesses language proficiency by sampling underlying language knowledge rather than the ability to apply that knowledge.

11) language performance k) Testing by means of items which draw on a range of language skills or areas of knowledge in combination.

12) productive language skills l) Underlying knowledge of the language.

13) disembodied language m) Language used in, applied to or appropriate to a particular sociolinguistic or communicative situation.

14) norm-referenced testing n) Language considered in isolation, with little or no consideration given to the sociolinguistic or communicative situation in which it is used.

15) subjective testing o) Testing which compares students with each other and establishes passing grades according to a predetermined score or proportion of students.

16) integrative testing p) Testing which does not compare students with each other and which establishes passing grades according to predetermined language standards.

17) language use q) The skills of speaking and writing, which cannot be tested objectively.

18) validity r) Producing language in order to manifest our knowledge of the language.

19) indirect testing s) Producing language as meaningful communicative behavior.

20) washforward t) Test items which cannot be scored on a right/wrong basis and which require a judgement by the scorer.



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