testing and assessment

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testing and assessment testing and assessment made by: matluba sadullaeva 1 is testing a ‘good’ or a ‘bad’ thing? (1/2) language educators (and not only) are divided into two camps: the teachers and the testers who meet in battle. teachers often say things like: let's learn to teach before we learn to test. we deal with people, you deal with statistics. ‹#› testing and assessment. is testing a ‘good’ or a ‘bad’ thing? (2/2) testers think that teachers: tend to be unspecific about their aims and objectives. are disinterested in finding out whether goals and objectives have been met. ‹#› testing and assessment. can we do without teaching or testing? probably yes because: learning can occur in spite of teaching and/or testing, despite any kind of formal evaluation. the outcomes of teaching can be assessed without any form of testing. testing may be used to measure what people already know. …

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mation about students' responses to an educational task in order to provide the next learning step. ‹#› testing and assessment. is assessment synonymous with testing? (2/2) assessment is primarily concerned with providing teachers and/or students with feedback information. in language teaching, it is a local or global procedure though which one can appraise one or more aspects of language proficiency. assessment is transparent when clear assessment criteria have been predetermined. ‹#› testing and assessment. is there one form of assessment? there are different forms of assessment, including: formative assessment. summative assessment. self-assessment. peer assessment. ‹#› testing and assessment. the most common forms of assessment? (1/3) continuous assessment refers to the activities required by students during the conduct of a course. it takes place within the normal teaching period and contributes to the final assessment. ‹#› testing and assessment. the most common forms of assessment? (2/3) formative assessment refers to observations …

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erformance feedback, diagnosis and prescription recommendations rather than a pass/fail decision. students engage in a systematic review of their progress and achievement, usually for the purpose of improvement. it may involve comparison with an exemplar, success criteria, or other criteria. it may also involve critiquing one's own work or a description of the achievement obtained. ‹#› testing and assessment. other forms of assessment? (2/2) peer assessment occurs when students judge one another's work on the basis of reference criteria. this can occur using a range of strategies. the peer assessment process needs to be taught and students need to be supported by opportunities to practice it regularly in a supportive and safe (classroom) environment. ‹#› testing and assessment. does assessment include testing? yes, it does. testing is a particular kind of assessment which focuses on eliciting a specific sample of performance. the implication of this is that in designing a …

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of testing is the most common? (2/2) proficiency testing. it is used to measure learners’ general linguistic knowledge, abilities or skills without reference to any specific course. some proficiency tests are intended to show whether students or people outside the formal educational system have reached a given level of general language ability. others are designed to show whether candidates have sufficient ability to be able to use a language in some specific area such as medicine, tourism etc. such tests are often called specific purposes tests. ‹#› testing and assessment. which kind of testing is the least common? (1/2) diagnostic testing, which seeks to identify those areas in which a student needs further help. these tests can be fairly general, and show, for example, whether a student needs particular help with one of the four language skills; or they can be more specific, seeking to identify weaknesses in a student’s …

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ance testing, which includes direct, systematic observation of an actual student performance or examples of student performances and rating of that performance according to pre-established performance criteria. students are assessed on the result as well as the process engaged in a complex task or creation of a product. / a performance test measures performance on tasks requiring the application of learning in an actual or simulated setting. either the test stimulus, the desired response, or both are intended to lend a high degree of realism to the test situation. ‹#› testing and assessment. do all language tests aim at measuring communicative competence? (1/2) no. they may test aspects of language knowledge and skills which are considered to be indicators of communicative competence. so, are all types of tests ‘communicative’? tests identified as ‘communicative’ are those which are interaction-based, open-ended (that is, responses cannot be predicted as in natural communicative environments), …

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testing and assessment testing and assessment made by: matluba sadullaeva 1 is testing a ‘good’ or a ‘bad’ thing? (1/2) language educators (and not only) are divided into two camps: the teachers and the testers who meet in battle. teachers often say things like: let's learn to teach before we learn to test. we deal with people, you deal with statistics. ‹#› testing and assessment. is testing a ‘good’ or a ‘bad’ thing? (2/2) testers think that teachers: tend to be unspecific about their aims and objectives. are disinterested in finding out whether goals and objectives have been met. ‹#› testing and assessment. can we do without teaching or testing? probably yes because: learning can occur in spite of teaching …

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