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Terms in this set (23)
highlight strengths and weaknesses, usually kept by teacher, build course around weaknesses
test at the end of each unit for example to check students' development
FCE IELTS etc. usually for a purpose: Enter uni for example. Get an overall idea language skill.
retrospective, end of course exam
results are compared against a population, usually students' peers: GCSE/SATS etc.
criterion referenced test
"can do" tests CEFR: "A B1 should be able to use present perfect"
test 1 thing specifically: A grammar gap-fill to test narrative tenses.
give info about aspects that are not the main focus but are implicitly addressed
demand combination of skills: interview tests, essay writing.
discrete points/items test
restricted areas of target language: phrasal verb gap-fill
does the test look like the type of test students will expect? Will students trust the test?
opportunities for students to pause, gather thoughts and start again. E.G pauses in a listening text/different prompt questions in a speaking test
is the text appropriately graded for the learners' level?
how well a test tests what its supposed to and nothing else
how much coverage a test gives to the subject being tested: A narrative tense gap-fill would have high content validity for a narrative tense test.
clearly wrong/right answer FCE Use of English
judgement/opinion of marker FCE Writing/speaking
how useful/accurate will the data obtained be. Discrete item tests more reliable
how easy a test is to administer and mark
other things that can be learnt from the test results
how the approaching test affects the teaching leading up to it
how the teaching following a test is affected by the results
THIS SET IS OFTEN IN FOLDERS WITH...
DELTA: Module 1 Methodologies
DELTA: Module 1 Phonology
DELTA Module 1: Role of the teacher
DELTA Paper 2 Assumptions #2
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