Language tests differ with respect to how they are designed, and what they are for: in other words, in respect to test
method and test purpose.
Verdadero Falso.
End of course tests, portfolio assessments, or observational procedures for recording progress on the basis of
classroom work and participation are examples of achievements tests.
Falso Verdadero.
Proficiency tests accumulate evidence during, or at the end, of a course of study in order to see whether and where
progress has been made in terms of the goal of learning.
Verdadero Falso.
Diagnostic tests look to the future situation of language use without necessarily any reference to the previous process
of teaching.
Verdadero Falso.
Informal assessment is involved in all incidental, unplanned evaluative coaching and feedback on tasks designed to
elicit performance, but not for the purpose of recording results.
Verdadero Falso.
Formal assessments are systematic, planned sampling techniques constructed to give teacher and student an
appraisal of student achievement.
Verdadero Falso.
Summative assessments are a set of instructions for creating the test, written as if they are to be followed by someone
other than the test developer.
Verdadero Falso.
Mid-term tests, final exams, units tests, among other preplanned procedures are good examples of informal
assessment.
Verdadero Falso.
The ongoing process in which learners are provided with a variety of methodological techniques to assess their
performance is called testing
Verdadero Falso.
Assessment encompasses the use of prepared administrative procedures which purpose is summative.
Verdadero Falso.
An Assessment Use Argument __________. is the process that teachers follow to justify the intended uses of an assessment.
comprises the claims or assessments that define the links from an assessment to the
intended consequences is the relationship between the available resources and the ones that are needed in the
development and use of an assessment.
.
_______ 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.
Claims Assessments
Tasks.
______ are the effects on stakeholders that the test developer/user want to help
bring about.
Intended decisions Intended interpretations
Intended consequences.
Positive washback _____________. is the effect or impact of using an assessment on teaching and learning.
happens when the use of any kind of assessment engage teacher and students in
teaching and learning activities that are not in accordance with their believes.
happens when the use of any kind of assessment engage teacher and students in
teaching and learning activities that are in accordance with their believes.
.
Intended stakeholders ________________.
involve the people, program, or institutions that the test developer/user wants to be
affected by the use of the assessment.
is the degree to which the consequences of using an assessment promote good to
stakeholders.
is the degree to which the use of an assessment takes into consideration existing
educational and societal values and relevant laws, rules, and regulations.
_______ are specific actions that the test developer or test user takes in order to
help promote the beneficial consequences that are specified in Claim 1.
Intended decisions
Intended assessment records Intended consequences.
_______ is the understanding about our students’ language ability, which we want
to arrive at on the basis of their assessment records.
Intended decisions
Intended interpretations
Intended consequences
.
If a test relies on performance and that performance samples the test objectives. It
is said that the test is __________.
authentic practical
valid
.
An authentic test ____________.
uses real-world tasks, language that is natural, meaningful, relevant, and interesting to
test-takers includes decontextualized items, ambiguous tasks, and the topics are complex. considers scoring rubrics and focuses on providing clear directions for administration.
A practical test __________.
provides learners with positive washback and assure a positive impact on teaching and
learning. considers costs, the time allotted for its design and scoring. It is easy to score and easy
to interpret.
is a preplanned method used to assess learners at the end of the instruction.
Which of the following options answers this question: Why do we need to assess our
students?
Because we want to help bring about beneficial consequences for our students, ourselves as
teachers, and other stakeholders.
Because we need to make pass- no pass decisions and make formative and summative
decisions. Because students need to be provided with feedback to be aware of their strengths and
weaknesses.
.
Which of the following statements is true about intended consequences?
Intended consequences are:
specific actions that the test developer or test user takes in order to help promote the
beneficial consequences that are specified in Claim 1.
specific actions that help understand our students’ language ability, which we want to arrive
at on the basis of their assessment records.
the effects on stakeholders that the test developer/user wants to help bring about.
.
Which of the following options is an example of an intended consequence?
Students will master the aspects of reading comprehension taught in the unit. Teachers have students review the aspects of reading comprehension they did not know. Students’ levels of reading comprehension.
The result of the decision made on the basis of the assessment is called:
Intended stakeholders
Beneficence Intended consequences
.
Which of the following options would be a consequence for the decision: “Provide
feedback to students”? To help students improve their language ability. To assess students’ linguistic ability and communicative competence. To make high-stake decisions that benefit students’ learning.
.
Which is the main consequence of using a classroom assessment?
Beneficence
Washback Generalizability
.
_____________ refers to the influence of what and how we assess on the way we
teach and the way our students learn.
Washback An intended consequence Beneficence
.
Conect Positive washback Negative washback Beneficence.
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