Ocenianie fiszki

 0    59 flashcards    eep1
tải về mp3 In chơi tự kiểm tra
 
câu hỏi câu trả lời
proficiency test
bắt đầu học
measures global competence in language
achievement test
bắt đầu học
is a test of developed skill or knowledge
diagnostic test
bắt đầu học
A form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning.
aptitude test
bắt đầu học
measures an individual's aptitude for learning a foreign language
placement test
bắt đầu học
A test to determine a student's current skill level. Is used to determine the most appropriate level of language study for you.
Kinds of tests
bắt đầu học
proficiency test, achievement test, diagnostic test, aptitude test, placement test
Requirements of a good test
bắt đầu học
practicality, reliability, validity, accountability
Other features of a good test
bắt đầu học
- clarity - ‘do-ability’ - marking - interest - heterogeneity +any technique used should be already familiar to SS
practicality
bắt đầu học
It is economical to deliver. The test is easy to design, easy to administer (within the means of financial limitations, time constraint, ease of administration etc.) and easy to score
Reliability
bắt đầu học
when it gives the same results to the same group of people under the same conditions on two different occasions (test r.) or when it results in the same marks by the same or different examiners (scorer r.)
validity
bắt đầu học
The degree to which the test actually measures what it claims to measure.
Accountability
bắt đầu học
ability to clearly indicate to SS, parents, institutions, what has been achieved and why
Discrete-point tests
bắt đầu học
Tests which test one element of language at a time. (Objective testing) Examples of discrete-point test items in language testing include: multiple choice, true/false, fill in the blank, and spelling.
Integrative tests
bắt đầu học
Test more than one point or objective at a time. (Subjective testing)
Techniques of objective testing
bắt đầu học
- Transformation of sentences - Blank completion - Blank and cue - Joining elements - Replacing elements, e.g. Rewrite a sentence using a word X. - Adding elements - Arranging elements - Matching elements - Multiple choice
Techniques of subjective testing
bắt đầu học
- Translation of a passage - A written composition - An oral interview - Cloze - Dictation - Listening and reading for general information
Types of knowledge
bắt đầu học
receptive knowledge & productive knowledge
receptive knowledge
bắt đầu học
Receptive vocabulary knowledge means the capability to comprehend a word when the learner hear or see it.
productive knowledge
bắt đầu học
Productive knowledge means the knowledge to produce a word when the learner can use it in their writing or speech.
Key principles of testing vocabulary
bắt đầu học
-test the most frequent and revised words -choose a selection of the same number of words from 3 categories: basic, more difficult, rare/specialist -dont test all items and all levels at a time -use the techniques the learner is familiar with
Vocabulary testing techniques (Receptive knowledge)
bắt đầu học
- grouping words into categories - matching synonyms/antonyms - word substitution - multiple choice - elimination (odd-one-out)
Vocabulary testing techniques (Productive knowledge)
bắt đầu học
- gap filling - providing synonyms/antonyms - word substitution with a more difficult word - situational recall (‘how do you describe your symptoms to the doctor?’)
Grammar skill development
bắt đầu học
comprehension -> error recognition -> production
Techniques of testing grammar (Receptive knowledge)
bắt đầu học
- choosing a correct form, e.g. I ........ a letter yesterday. a) wrote b) write etc. - Underline the correct form - twin sentences, e.g. “which two sentences are the closest in meaning?”
Techniques of testing grammar (Productive knowledge)
bắt đầu học
- elicitation techniques - accuracy - situational/communicative language use
Principles of testing grammar
bắt đầu học
- Avoid testing terminology (metalinguistic knowledge) - Provide context for appropriate use of a grammar structure (e.g. ‘yesterday’) - Think of a communicative function of a task; do not test pure form
Reading skills
bắt đầu học
- reading for gist (skimming) - reading for specific information (scanning) - reading for detailed information - understanding discourse patterns and the function of words (coherence & cohesion) - inferring meaning
Reading techniques
bắt đầu học
- summary - Q&A for numbers/names/facts - making notes - close, scrambled text, matching paragraphs - matching or providing synonymous words/phrases
Intensive reading
bắt đầu học
(e.g. reading cooking recipe - every word) reading in detail with specific learning aims and tasks
Extensive reading
bắt đầu học
(E.g. reading books) reading texts for enjoyment and to develop general reading skills
Listening skills
bắt đầu học
- listening for gist (skimming) - listening for specific information (scanning) - listening for detailed information - understanding discourse patterns and the function of words (coherence & cohesion) - inferring meaning - intensive listening
Listening techniques
bắt đầu học
- Q/A - T/F statements - multiple choice text completion information transfer (e.g. mark the route...) - ticking off items - filling out the table - making notes - summarising - making conclusions
General requirements of the curriculum
bắt đầu học
- Knowledge of language (lexis, grammar, phonology, orthography) - Reception (listening/reading comprehension) - Production (speaking, writing) - Interaction (oral and written reacting) - Mediation (oral and written text processing)
impressionistic assessment/evaluation
bắt đầu học
(subjective) grades are awarded to the composition on the basis of the overall impression of the composition
Split marking
bắt đầu học
(objective) scores are calculated using fixed criteria and it results in the same marks no matter who is marking it
Coherence
bắt đầu học
Coherence deals with the semantics (good organisation of discourse, one idea after the other, topic sentences, etc.)
Cohesion
bắt đầu học
The cohesion properties focus only on the grammatical and lexical structure of sentences (usage of linking words, cohesive devices/discourse markers...)
Criteria of assessing speaking
bắt đầu học
- Grammar acuracy - Vocabulary (range) - Fluency - Pronunciation - Interaction
washback effect
bắt đầu học
Is primarily the influence of testing on training and learning.
negative washback effect
bắt đầu học
Occurs when there may be a mismatch between the stated goals of instruction and the focus of assessment. E.g. - The teaching mirrors the test because teachers want their students to pass.
positive washback effect
bắt đầu học
When a testing procedure encourages 'good' teaching practice. E.g. - There's no difference between teaching the curriculum and teaching to the test (so teaching techiniques are not adjusted to ONLY teach for the purpose of passing the tests).
Skimming
bắt đầu học
Skimming is reading rapidly in order to get a general overview of the material.
Scanning
bắt đầu học
Scanning is reading rapidly in order to find specific facts.
equality
bắt đầu học
Equality means each individual or group of people is given the same resources or opportunities.
equity
bắt đầu học
Equity recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome.
Assessment vs evaluation
bắt đầu học
The purpose of assessment is to INCREASE equality (is: formative, diagnostic, process-oriented). The purpose of evaluation is to JUDGE equality (is: summative, judgemental, product-oriented).
Formative assessment
bắt đầu học
Formative assessments are quizzes and tests that evaluate how someone is learning material throughout a course.
Summative assessment
bắt đầu học
Summative assessments are quizzes and tests that evaluate how much someone has learned throughout a course.
high-stakes exams
bắt đầu học
A test with important consequences for the test taker. (E.g. matura exam or college entrance examination)
heterogeneity
bắt đầu học
The quality or state of consisting of dissimilar or diverse elements.
Assessments OF Learning
bắt đầu học
Assessments of learning are typically administered at the end of a unit or grading period and evaluate a student’s understanding by comparing his or her achievement against a class.
Assessments FOR Learning
bắt đầu học
assess a student’s comprehension and understanding of a skill or lesson during the learning and teaching process.
diagnostic vs. educational assessment
bắt đầu học
Diagnostic ass.-assess learner's current knowledge base or current views on a topic/issue to be studied in the course. Educational ass.-the systematic process of documenting the knowledge/skill/attitudes/beliefs to improve programs and student learning
standardized test
bắt đầu học
(1) requires all test takers to answer the same questions, or a selection of questions from common bank of questions, in the same way, (2) is scored in a “standard” or consistent manner, which makes it possible to compare the performance of students
Construct validity
bắt đầu học
Does the test measure the concept that it’s intended to measure?
Content validity
bắt đầu học
Is the test fully representative of what it aims to measure?
Face validity
bắt đầu học
Does the content of the test appear to be suitable to its aims?
Criterion validity
bắt đầu học
Do the results accurately measure the concrete outcome they are designed to measure?
Assessments AS Learning
bắt đầu học
occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning

Bạn phải đăng nhập để đăng bình luận.