lesson 3. test methods: multiple tests and close tests

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lesson 3. test methods: multiple tests and close tests course type: practical semester: viii time: 80 minutes number of students: 14-15 lesson outline 1. warm up (use the psychological picture and discuss with students) 10 min 2. activity 1. check up the students’ knowledge of previous material. 15 min 3. activity 2. description 25 min 4. activity 3. working with worksheets. 20 min 5. activity 4. analyzing. 15 min assessing and giving home task. 5 min objectives: to make students confident and present topic in class; to develop the thinking and reasoning power of the student; · to develop scientific awareness among the students about test methods preparation (aids and equipment) 1. spratt, m (1994) english for the teacher, cambridge university press, isbn 0 521 42676 6 spratt. m, pulverness, a, williams, m. (2005) the tkt course, cambridge university press, isbn 978 0 521 60992 0 2. james, p. (2001). …

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evement tests, diagnostic tests and prognostic tests. a proficiency test is one that measures a candidate's overall ability in a language, it isn't related to a specific course. an achievement test on the other hand tests the students' knowledge of the material that has been taught on a course. a diagnostic test highlights the strong and weak points that a learner may have in a particular area. a prognostic test attempts to predict how a student will perform on a course. there are of course many other types of tests. it is important to choose elicitation techniques carefully when you prepare one of the aforementioned tests. types of task there are many elicitation techniques that can be used when writing a test. below are some widely used types with some guidance on their strengths and weaknesses. using the right kind of question at the right time can be enormously important …

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, reading, listening etc. but you must remember that it is still possible for students to just 'guess' without knowing the correct answer. transformation complete the second sentence so that it has the same meaning as the first. 'do you know what the time is, john?' asked dave. dave asked john __________ (what) _______________ it was. this time a candidate has to rewrite a sentence based on an instruction or a key word given. this type of task is fairly easy to mark, but the problem is that it doesn't test understanding. a candidate may simply be able to rewrite sentences to a formula. the fact that a candidate has to paraphrase the whole meaning of the sentence in the example above however minimises this drawback. transformations are particularly effective for testing grammar and understanding of form. this wouldn't be an appropriate question type if you wanted to test skills …

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e knows the last one left must be right. to avoid this, have more words than is necessary. matching exercises are most often used to test vocabulary. cloze complete the text by adding a word to each gap. this is the kind _____ test where a word _____ omitted from a passage every so often. the candidate must _____ the gaps, usually the first two lines are without gaps. this kind of task type is much more integrative as candidates have to process the components of the language simultaneously. it has also been proved to be a good indicator of overall language proficiency. the teacher must be careful about multiple correct answers and students may need some practice of this type of task. cloze tests can be very effective for testing grammar, vocabulary and intensive reading. true / false decide if the statement is true or false. england won the …

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estion type is that some errors can be corrected in more than one way. error correction is useful for testing grammar and vocabulary as well as readings and listening. activity 3. activity 4. giving home task image1.jpeg image2.jpeg /docprops/thumbnail.jpeg

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lesson 3. test methods: multiple tests and close tests course type: practical semester: viii time: 80 minutes number of students: 14-15 lesson outline 1. warm up (use the psychological picture and discuss with students) 10 min 2. activity 1. check up the students’ knowledge of previous material. 15 min 3. activity 2. description 25 min 4. activity 3. working with worksheets. 20 min 5. activity 4. analyzing. 15 min assessing and giving home task. 5 min objectives: to make students confident and present topic in class; to develop the thinking and reasoning power of the student; · to develop scientific awareness among the students about test methods preparation (aids and equipment) 1. spratt, m (1994) english for the teacher, cambridge …

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