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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
|
|
|
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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
|
|
a test that is not limited to any
|
|
|
o
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ne course, curriculum, or single
|
Proficiency test ....
|
|
skill in the language; rather, it tests overall global ability
|
Communicative test is
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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
|
|
|
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
|
|
|
v
|
arious instruments that are k
|
>ss
|
Alternative assessm
|
1
|
|
traditional and more
|
|ent is ...
|
|
authentic in their elicitation of
|
|
|
meaningful communication
|
|
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 ?
|
|
□eneral 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
|
|
Explaining
|
Contextual
|
Written response
|
used to test the abilit to write a “balanced
|
y
|
|
Comparing and contrasting
|
argument”, in which
“pros” and “cons” are
|
>ll
|
equally represented
|
|
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
|
a dialogue and a multi-participant interaction
|
speech
|
Which task means that the test-takers have to transfer material from the text on to a chart, table or map?
|
Information transfer
|
gap filling
|
Cloze procedure
|
Matching
|
is
permanence of the
|
|
|
|
Reliability
|
Consistency
|
Construct validity
|
Concurrent validity
|
measurement results
|
|
produced by a test
|
|
|
|
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
|
Holistic
|
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