Assessment Criteria in FLT

Duration: Two hours

Name: Khadzhibaeva Munozhat

Instructions

(i) Please answer the questions in your own words not the words in the book or other
sources. You need to paraphrase. You will be penalized for using wording directly
from the book or other sources.
(ii) You are not allowed to use laptop or mobile phone during the exam.
(iii) You may use the textbook and/or paper copies of Power point slides from class sessions
or other handouts
(iv) Please write clearly or type in the space provided under each question.
(v) You must answer all the questions.

1. Define the terms ‘testing’ and ‘assessment’ and compare them.

A test is one form of assessment, refers to procedures used to measure a learners’ learning at a specific point
in time, and often involves collecting information in numerical form. Common forms of tests are multiple
choice questions and gap-fill or cloze tests. In English classes, teachers also need to assess their students’
learning to determine the effectiveness of their teaching and of the materials they use. Assessment refers to any
of the procedures teachers use to do this, which may include interviews, observations, administering
questionnaires and reviewing students’ work. Assessment covers a broader range of procedures than testing and
includes both formal and informal measures.
5 points

2. Define five different types and purposes of language tests. Which ones do you apply in your class
and why? Give relevant examples.
5 types of tests
1. Achievement tests
2. Diagnostic tests
3. Placement tests
4. Proficiency tests
5. Aptitude tests
1. Achievement tests- to measure learners’ ability within a classroom lesson, unit, or even total curriculum
limited to particular material addressed in a curriculum within a particular time frame and are offered after a
course has focused on the objectives in question
2. Diagnostic tests- to diagnose aspects of a language that a student needs to develop or that a course should
include.
3. Placement tests- to place a student into a particular level or section of a language curriculum or school.
4. Proficiency tests- to test global competence in a language not limited to any one course, curriculum, or
single skill in the language; rather, it tests overall ability.
5. Aptitude tests- to measure capacity or general ability to learn a foreign language а priori (before taking a
course) and ultimate predicted success in that undertaking.

The diagnostic service is the most basic and obvious function of testing, which determines how well a student
has mastered the level of knowledge in the subject. Determination of the student's level of knowledge and
skills. In terms of objectivity, scope and speed of diagnostics, testing is superior to all other models of
pedagogical control. Although we can determine which sections of the student have defects based on the data
obtained during testing, we cannot determine the cause of the defects. The test does not allow us to test and
evaluate a high, productive, creative and methodological level of knowledge. Adding a large number of
questions to the test creates a disadvantage due to the lack of time and haste.
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There are random elements in the test. For example, a student who has not been able to answer a simple
question can answer a difficult question. The reason for this may be an unintentional error in the first question
and a careful search for the answer in the second question.

10 points

3. What are the principles of assessment? Explain why it is important to follow them.
The principles of assessment are that assessment is Practicality, Reliability, Validity, Authenticity and
Washback. The assessment standards establish the threshold knowledge and understanding expected of
students, providing a way of monitoring and encouraging learning to take place at an appropriate level. The
marking criteria help to articulate that expectation for tutors and students.

10 points

4. Define Summative and formative assessment and give your examples. Provide examples from your
own experience as a teacher or as a learner?
Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at
the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester,
program, or school year.
Formative assessment-a type of assessment carried out in the course of daily work in the classroom, is a
current indicator of students ' academic performance, provides operational interaction between students and
teachers in the course of learning, provides feedback between students and teachers, and allows improving the
educational process.
Examples of Formative and Summative Assessments.
Formative Summative
1-minute reflection writing assignments Final presentations
Homework assignments Final reports
Surveys Final Grades
The use of formative assessment is the basis for effective learning. This is because the assessment has a
significant impact on how students increase interest in the subject.
As primary school students, I first started with an assessment of "two stars, one wish". My goal here is to find
someone who doesn't exist by evaluating someone else, or to find someone who doesn't exist through someone
else's success and direct them to correct it. In these classes, I was guided by an additional material called
"helping with mutual assessment with classmates", distributed on the third day of the first week of the first
face-to-face. The app states that mutual assessment and self-assessment are much more important for students
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than just evaluating their own or someone else's work. The purpose of this process is to draw their attention to
the quality of their work and help them analyze aspects that can be improved. As a result, this should make it
easier for the teacher to work, allowing him to see that the responsibility for the development of students '
learning is not assigned to a single teacher.

10 points

5. What are test specifications and why do you need them?

A test design specification refines the test approach and identifies the features to be covered by the design and
its associated tests. It also identifies requirements, test cases, and test procedures necessary to accomplish the
testing and specifies the feature pass-fail criteria.
Test specification.
 Written document;
 A set of instructions;
 Related to test objectives;
 Generative & explanatory in nature;
 Indicates a rationale of the test;
 Tell us the Nuts & Bolts of phrasing the test;
 Build stronger Validity of the test;
Include:
-The purpose of the test;
-General description (GD);
-Test or students’ level;
-A list of language skills/elements to be tested;
-Types & numbers of tasks & prompts;
-Time, number of answers or words;
-Test/text types & length;
-Test sample
-Expected response(s);
-Grading criteria & rubrics;

5 points

6. What are the stages of designing listening and reading tests. What kind of tasks do you use in each
stage of designing them?
Design a test/assessment specifications/instructions for the assigned stage of the listening activity you did
Pre-listening
While-listening
Post-listening
Reaction to listening
Categorize the suggested assessment types for each stage of the reading lesson
Pre-reading
While-reading
Post-reading
Reaction to reading
Types of reading tasks:
 Reading aloud
 Summarizing
 Written response
 Responding
 Multiple-choice
 Note-taking
 Picture-cues items
 Outlining
 Matching tasks
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  Ordering
 Gap-filling tasks
 Editing
 Short-answer tasks
 Cloze tasks
 Scanning
 Skimming tasks
Types of listening tasks:
Listening for the main idea (news, report)
Listening for detail (people, places, numbers)
Listening for sequence (process, diagram, flowchart)
Listening for specific vocabulary (words for specific topic)
Listening for cultural interest (holidays, traditions)
Listening for attitude & opinions ( problems, solutions, ideas)
Listening for functional language (invitations, suggestions, advice)

5 points

7. Define holistic and analytic scales for assessing productive skills. Discuss advantages and
disadvantages of each scale.
Holistic rubrics may use a percentage or text only scoring method. Analytic Rubrics - Two-dimensional
rubrics with levels of achievement as columns and assessment criteria as rows. Allows you to assess
participants' achievements based on multiple criteria using a single rubric.
For assessing productive skills holistic criteria showing overall effectiveness and analytic criteria specific
criteria related to the quality of communication.
Holistic Analytic

5 points

8. Discuss types of feedback you learned in the classroom. Which ones do you use in your class? Give
relevant examples from your experience.
Feedback is information about the gap between the actual level and the reference level of a system parameter
which is used to alter the gap in some way. Types of feedback.

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Effective feedback should:
focus on what is being learnt (learning intention) and how students should go about it (success criteria)
occur as the students are doing the learning
provide information on how and why the student has or has not met the criteria
provide strategies to help the student to improve
I often use motivational feedback like “I admire your effort to finish this activity. I knew it wouldn’t be easy,
but I had faith in you. Appreciate you for going well beyond.”
5 points

9. The following writing task was given to year 1 business students at a university.

These days many people prefer to online dating to traditional face-to-face one. What’s your view?
Which one do you prefer?

Write an essay.

What do you think of the task? Explain your view drawing on your reading. Would you set this task as it
is or would you modify? Why?

In my opinion this topic is very relevant nowadays and I would set this task and would modify this task by the
stages of designing writing an essay:

Decide on your topic, do your research, and create an essay outline.

Writing: Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up
with a conclusion.

Revision: Check the content, organization, grammar, spelling, and formatting of your essay.

20 points

10. A foreign translation company has entered the Kazakhstani market. They would like to hire 10
employees. They have asked you, as a language expert, to help them with examining their candidates’
English languages skills.

Explain what sort of assessment tasks (Type of test) you would set to assess candidates’ English language
skills. Provide examples of the tasks.

I would set to asses candidates with type of Proficiency test. It is to test global competence in a language:

 not limited to any one course, curriculum, or single skill in the language; rather, it tests overall ability;
 consisted of standardized multiple-choice items on grammar, vocabulary, reading comprehension, and
aural comprehension.
 Many commercially produced proficiency tests—the Test of English as a Foreign Language (TOEFL®
Test);
 are almost always summative and norm-referenced;
 measure performance against a norm, with equated scores and percentile ranks taking on paramount
importance, they are usually not equipped to
 provide diagnostic feedback;
 how the constructs 6f language ability are specified.

25 points

Total 100 points