language testing 1 bim

Which of the following options provides examples of medium-stakes decisions?. Deciding to provide feedback to students on their performance on a classroom quiz and changing our teaching tasks. Deciding which students will pass or not pass a course, which students will be awarded qualifications when they leave school, or which students will be admitted to university. Placing students into different ability levels in a language program and deciding which students will move to the next level in a course.

Which one of the following options corresponds to a description of washback?. It is the effect of testing on teaching and learning. Washback refers almost always to classroom based issues such as the extent to which assessment affects a student’s future language development. Washback is the most common learner-related issue that is caused by temporary illness, fatigue, a “bad day”, anxiety, and other physical or psychological factors, which may make an observed score deviate from one’s “true” score. Washback refers to the degree to which a test looks right, and appears to measure the knowledge or abilities it claims to measure, based on the subjective judgment of the examinees who take it, the administrative personnel who decide on its use, and others psychometrically unsophisticated observers.

“Essays, projects, photos, journals, test scores, poetry, evaluations, reports, notes on lecture, etc…” are parts of: A self-assessment. A portfolio. A resource.

Which of the following options belongs to relevance? Sufficiency is _________. is the degree to which the intended interpretation 1) provides stakeholders with information about the ability to be assessed and 2) conveys this information in terms that they can understand and relate to. is the degree to which the assessment-based interpretations apply or extend to our students’ TLU domains. is the degree to which the intended interpretations provide enough information for the test user to make a decision.

Brown & Priyanvada (2019) affirm that tests do not need to be degrading or threatening to our students. In this sense, we may say that tests__________. never achieve our goals. should not evaluate knowledge. should be seen with confidence and be considered as part of their learning process.

In classroom-based assessment, washback can have a number of __________. positive manifestations. negative results. irrelevant influences.

If a student is given a reading test about the metamorphosis of a butterfly, where he is supposed to identify general or specific information of the text, however the teachers asks questions about student´s prior knowledge of biology about the metamorphosis of a butterfly. It can be said that the reading test is not:  valid. reliable. valid. practical.

O'Malley and Valdez Pierce (1996) considered ___________ a subset of authentic assessment. performance-based assessment. summative assessment. formal assessment.

Practicality refers to the ______, down-to-earth, administrative issues involved in making, giving and scoring an assessment instrument. length. difficulty. logistical.

__________ measures exactly what it proposes to measure. Washback. A valid test. A practical test.

A portfolio, from the point of view of education assessment, can be defined as: _____. A format for class planning and objectives achievement. A compilation of student work assembled for the purpose of (1) evaluating coursework quality and academic achievement. A wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications.

A portfolio, from the point of view of education assessment, can be defined as: _____. A format for class planning and objectives achievement. A compilation of student work assembled for the purpose of (1) evaluating coursework quality and academic achievement. A wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications.

A reliable test is the one that gives clear _____ for scoring/evaluation. directions. Assumptions. hints.

Achievement tests _________________ learners´ ability within a classroom lesson. collect. measure. perform.

An authentic test contains ________ that is as natural as possible. an objective. language. a standard.

A purpose of a diagnostic test is: to demonstrate the knowledge that has been achieved and doesn´t need to be developed anymore. to identify the aspects of a language that students must develop. to show the most difficult part of the test.

Observations, questioning, discussions and graphic organizers are considered as: Summative assessment. Formal assessment. Formative assessment.

The teacher provides students with an open-ended question related to the concept they are studying and asks students to identify the information or details necessary for a response to demonstrate full understanding of the concept. A list of these details is recorded on the board. The teacher then provides students with examples of several students’ responses that were given by students in previous years. The students are asked to analyze the responses and to determine if the responses show full understanding, partial understanding, or no understanding of the concept. Students must justify their answers. As this thinking is shared, the list of details or supports necessary for a response to the question is further refined until a set of criteria emerges that studentscan use to self-assess and peer-assess their responses to the question. According to the information provided above, we talk about: Formative assessment. Summative assessment. Validity.

A reliable test contains items that are _________ to the test-taker. ambiguous. unambiguous. doubtful.

________ consists of a series of claims or statements that define the links from a student’s performance on an assessment to the intended consequences of using the assessment. An assessment use argument (AUA). A claim. An outcome.

Which of the following options belongs to relevance? Relevance is the degree to which the_____________. intended interpretations provide the information the test user needs to make the decision. intended interpretations provide enough information for the test user to make a decision. assessment-based interpretations apply or extend to our students' TLU domains.

A portfolio, from the point of view of education assessment, can be defined as: _____. A compilation of student work assembled for the purpose of (1) evaluating coursework quality and academic achievement. A format for class planning and objectives achievement. A wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications.

Assessment is _____. genre of assessment techniques. an on-going process where someone, such as a teacher, makes appraisal of student´s performance. the first activity a teacher makes at the beginning of a class.

Which one of the following options corresponds to a description of formal assessment?. Formal assessments tap into a storehouse of skills and knowledge. They are systematic planned sampling techniques constructed to give teacher and student an appraisal of student achievement. Formal assessments are characterized by the use of marginal comments on papers, responding to a draft on an essay, offering advice about how to better pronounce a word, suggesting a strategy for compensating for a reading difficulty, etc. Formal assessment is an ongoing process that encompasses a wide range of methodological techniques. For example, when a student responds to a question, offers a comment, or tries out a new word or structure, the teacher subconsciously makes an appraisal of the student’s performance.

A valid test of reading ability actually measures _________. reading ability. content that will be studied in the next level. previous knowledge of a subject.

The activity that involves students in the use of language to achieve a particular goal is called __________. a language use task. an assessment task. a task.

Read the following information and then choose the letter of the correct response. Informal assessment can take a number of forms. These forms can be, for example:  Diagnose aspects of a language that a student needs to develop or that a course should include. A proficiency test that tests global competence in a language and that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall ability is a form of informal assessment. Say to your students expressions like “Good work”; “Did you say can or can’t?”; “I think you meant to say you broke the glass, not break the glass”. Another example is when teachers design tasks to elicit performance without recording results.

The primary focus of formative assessment is ________. the measurement of capacity or general ability to learn a foreign language a priori (before taking a course) and ultimate predicted success in that understanding. the ongoing development of the learner’s language. When you give a student a comment or a suggestion, or call attention to an error, that feedback is offered to improve the learner’s language ability. the feedback given in the form of grades, in specific course or lesson objectives. In addition, this type of assessment should sample all four skills and as many linguist discrete points as possible.

__________ such as portfolios, conferencing with students on drafts of written work, or observations of learners over time all require considerable time an effort on the part of the teacher and the student, as well as greater costs to institutional budgets.  Alternatives.  Tests.  Exams.

Selected response tasks _________. require students to choose one or more responses from a variety of options. For example multiple choice or matching tasks. require students to provide short answers in oral or written way. Responses may vary from a single word or words to a single sentence or utterance. Completion tasks are also included in this type of tasks. require longer oral or written responses given in two sentences or longer stretchers of discourse; for example, written paragraphs, essays, oral interviews, among others.

A scoring method _________.  guides the teacher to arrive at a score according to the students’ performances. It includes the criteria for evaluating the correctness or quality of responses.  require students to choose one or more responses from a variety of options. For example multiple choice or matching tasks.  are used to score limited production and extended production tasks by specifying different levels on the ability to be assessed and descriptor for each level.

Which of the following options contains the claims in the Assessment Use Argument?.  Assessment tasks, students’ performance, claim outcomes, claim qualities.  Intended consequences, intended decisions, intended interpretations, intended assessment records.  Values sensitive, generalizability, consistent, sufficient.

_______ are statements made by the test developer or test users to specify the intended uses of the assessment, the aim of the assessment, and how it intends to assess.  Tasks. Claims.  Assessments.

The process that engages students in language use tasks to improve their language ability is called.  informal assessment.  a language assessment task.  language teaching.

Which of the following statements is true about intended consequences? Intended consequences are:  specific actions that help understand our students’ language ability, which we want to arrive at on the basis of their assessment records.  specific actions that the test developer or test user takes in order to help promote the beneficial consequences that are specified in Claim 1.  the effects on stakeholders that the test developer/user wants to help bring about.

Washback often refers to the _____ that tests have on instruction in terms of how students prepare for the test.  effects.  quality.  privileges.

Specifying the ____________ of an assessment instrument is an essential first step in designing a test.  length.  formality.  purpose.

A test is _____.  the qualitative criteria a teacher provides of a student´s performance.  an estimate of an attribute of a person.  a method of measurement.

Which of the following options provides examples of low-stakes decisions?.  Deciding which students will pass or not pass a course, which students will be awarded qualifications when they leave school, or which students will be admitted to university.  Deciding to provide feedback to students on their performance on a classroom quiz and changing our teaching tasks.  Placing students into different ability levels in a language program and deciding which students will move to the next level in a course.

If a test measures what it proposes to measure and offers meaningful information about a student´s ability, so this test is:  Authentic.  Reliable.  Valid.