TASK 1: Decide whether the following characteristics are formative (F) or summative (S) assessment

1. Helping students to grow

2. Typically occurs at the conclusion of a defined instructional period – typically at the end of a
unit, a project, a course, a semester, a program or a school year.

3. Aiming at future continuation of learning

4. In line with assessment of learning

5. All kinds of informal assessment

6. Often involves evaluation (decision making)

7. In line with assessment for learning

8. Carried out collaboratively by both the teacher and the students during the class and the course

9. To measure, or summarize what a student has accomplished the previously set objectives

10. Typically, no marks are associated

11. Giving a student a comment or a suggestion, or calling attention to an error

12. To form students’ competences and skills with appropriate feedback

13. Used to determine whether students have learned what they were expected to learn

TASK 2: Put the purposes and characteristics of tests into the correct categories
PURPOSES

 to measure a student’s general ability to learn a foreign language before taking a course
and predict success in that undertaking
 to measure learners’ ability within a classroom lesson, a unit, or even an entire curriculum
 to identify aspects of a language that a student needs to develop or that a course should
include
 to measures the learner’s general skill or ability in the language as a whole
 to determine whether course objectives have been met— and appropriate knowledge and
skills acquired—by the end of a given period of instruction
 to place a student into a particular level or section of a language curriculum or school
CHARACTERISITICS

 can also be used to diagnose a student’s performance, which gives teachers a head start
on assessing their students’ abilities
 are often summative because they are administered at the end of a lesson, unit, or term of
study
 are almost always summative and norm-referenced
 require students to perform language-related tasks such as learning numbers,
distinguishing speech sounds, detecting grammatical functions, and memorizing paired
associates
 are seldom used today
 are not equipped to provide diagnostic feedback
 also play an important formative role, because an effective achievement test offers
feedback about the quality of a learner's performance in subsets of the unit or course
 typically offer detailed, subcategorized information about the learner

Purposes Characteristics
Achievement  …  …
tests
 …  …

Diagnostic  
tests
Placement  
tests
Proficiency   …
tests
 …
Aptitude   …
tests
 …