TEFL Terminology

Part I
What is Assessment?
Assessment in the context of language teaching refers to the process of measuring and evaluating
students' language proficiency, progress, and achievement. There are various types of tests used
in language assessment.

Types:

1. Placement Test:
It is used to determine a student's level of English proficiency at the beginning of a course or
program. It helps place students in appropriate classes or levels based on their language skills.

2. Diagnostic Test:
This test is administered to identify students' strengths and weaknesses in specific language areas.
It helps teachers understand students' needs and design targeted instruction.

3. Formative Assessment:
It refers to ongoing assessment conducted during the learning process. It provides feedback to
students on their progress and guides teachers in adjusting instruction. Examples include quizzes,
classwork, homework, and classroom observations.

4. Summative Assessment:
This type of assessment is conducted at the end of a unit, course, or academic period to evaluate
students' overall language proficiency or achievement. Examples include end-of-course exams,
standardized tests, and final projects.

5. Proficiency Test: These tests measure a student's overall language proficiency in the target
language. They assess reading, writing, listening, and speaking skills at different levels, such as
the Common European Framework of Reference for Languages (CEFR) levels (A1, A2, B1,
etc.).

6. Achievement Test:
 It assesses what students have learned or achieved at the end of a specific course or curriculum.
It measures their knowledge, skills, and understanding of the content taught.

7. Standardized Test:
These tests have a predetermined format, content, and scoring criteria. They are administered and
scored in a consistent manner to ensure reliability and comparability across different test takers
and locations. Examples include TOEFL (Test of English as a Foreign Language) and IELTS
(International English Language Testing System).

8. Oral Proficiency Interview (OPI):

It is a type of assessment that evaluates a student's speaking ability. A trained interviewer
engages the student in a conversation to assess their fluency, accuracy, vocabulary, and
pronunciation.

9. Writing Assessment:
Writing tests assess a student's ability to express ideas coherently, use appropriate grammar and
vocabulary, and organize written texts effectively. They can include essays, short answers,
summaries, or creative writing tasks.

10. Listening Comprehension Test:

These tests assess a student's ability to understand spoken language, including main ideas, details,
and inference. They often involve listening to audio recordings and answering comprehension
questions.

11. Reading Comprehension Test:

These tests evaluate a student's ability to understand written texts, including main ideas, details,
vocabulary, and inference. They often involve reading passages and answering multiple-choice or
open-ended questions.

12. Norm-Referenced Test:

A norm-referenced test compares an individual's performance to a group of similar individuals
(the norm group) and provides a score that indicates the test taker's relative standing within that
group. The results are typically presented as percentiles or standard scores. Norm-referenced tests
are often used to rank individuals or make comparisons. Ex: (Teaching & master’s exam)

13. Criterion-Referenced Test:

A criterion-referenced test evaluates a test taker's performance against specific predefined criteria
or learning objectives. The focus is on determining whether an individual has acquired the desired
knowledge or skills, rather than comparing them to other test takers. The results are usually
presented as a percentage or a proficiency level. EX: (Bac exams)

14. Holistic Scoring:

Holistic scoring is an approach to scoring in which the evaluator assesses the overall quality or
performance of a test taker's work as a whole. Holistic scoring is often used in assessing
subjective tasks, such as essays, presentations, or performances.

15. Analytic Scoring:

Analytic scoring is an approach to scoring that involves breaking down the test taker's work into
specific components or criteria and assigning separate scores for each component. Analytic
scoring is commonly used in assessing objective tasks, such as multiple-choice questions, short
answer responses, or specific skills-based tasks.

16. Rubrics
Rubrics are scoring tools that provide a systematic and standardized way to evaluate performance
or assess work based on predefined criteria. They typically consist of a set of criteria or
dimensions and a scale or description of performance levels for each criterion.
Example;

Criteria Excellent (4 points) Good (3 points) Fair (2 points) Poor (1 point)

Clear, focused, and Ideas are somewhat

compelling ideas with Clear ideas with unclear or lacking Ideas are unclear
excellent development good development development and and poorly
Content and support. and support. support. developed.

Some weaknesses in Disorganized

Well-structured with a Adequately organization and with confusing
Organization logical progression structured transitions. transitions.
17. ITEM in tests
In the context of assessments and tests, an item refers to a specific question, task, or prompt
that requires a test taker's response. It is a discrete unit within a test that assesses a particular skill,
knowledge area, or concept. Ex; true / false, matching, multiple choices….

Principles of assessment
Principles of assessment refer to the fundamental guidelines and principles that underpin
effective and fair assessment practices. These principles help ensure that assessments are valid,
reliable, transparent, and provide meaningful information about the test taker's knowledge, skills,
and understanding.

Key principles of assessment:

1. Validity:
Assessment should measure what it is intended to measure. It should align with the learning
objectives and content being assessed and provide evidence of the desired knowledge, skills, or
abilities.

2. Reliability:
Assessment should yield consistent results. It should be designed and administered in a way that
produces consistent scores across different test administrations, evaluators, or raters.

3. Authenticity:
Assessment tasks should reflect real-world, meaningful contexts and tasks that mirror the skills
and competencies being assessed. Authentic assessments provide opportunities for test takers to
apply their knowledge and skills in realistic and relevant situations.

4. Fairness:
Assessment should be fair and equitable, providing equal opportunities for all test takers. It
should be free from bias and avoid any discriminatory or disadvantageous effects based on
factors such as gender, race, or cultural background.
5. Transparency:
Assessment should be transparent, with clear and explicit expectations and criteria
communicated to test takers. Test takers should understand the purpose of the assessment, the
criteria for evaluation, and how their performance will be assessed.

6. Alignment:
Assessment should align with the curriculum, instructional objectives, and learning outcomes. It
should assess what has been taught and provide feedback that guides further learning and
instruction.

7. Multiple Measures:
Assessment should employ a variety of measures to capture different aspects of a test taker's
performance. It should use multiple methods, such as written tests, practical demonstrations,
projects, or presentations, to provide a comprehensive picture of the test taker's abilities.

8. Continuous Improvement:
Assessment practices should be continuously reviewed and improved based on feedback and
evidence of their effectiveness. Ongoing evaluation and revision ensure that assessments remain
valid, reliable, and relevant.

9. Practicality:
Practicality refers to the feasibility and efficiency of an assessment. It considers the
administrative aspects, logistics, and resources required to implement an assessment.
key aspects of practicality in assessment:
a) Time: The test duration should align with the intended purpose of the assessment and the time
available for testing.
b) Administration: Practical assessments are easy to administer and score. They have clear
instructions, manageable logistics, and require a reasonable amount of resources, such as
materials, equipment, and personnel.
c) Cost: Practical assessments should not cost expansively
d) Accessibility: Practical assessments ensure accessibility for all test takers, including those
with special needs or diverse linguistic and cultural backgrounds.
10. Washback
Also known as backwash or impact, refers to the influence that an assessment has on teaching,
learning, and the curriculum.
Types:
Positive washback occurs when assessments promote effective teaching strategies, curriculum
alignment, and student engagement, leading to improved learning outcomes.
Negative washback may occur when assessments prioritize narrow content or test-specific skills,
leading to teaching to the test and potentially limiting broader learning goals.

Teaching Methodology
Concept Definition

The theoretical framework or underlying philosophy that guides the overall

Approach teaching and learning process.

A set of procedures or systematic instructional strategies derived from an

approach, outlining the specific sequence of activities and techniques used in
Method teaching.

Specific instructional practices or activities used within a method to facilitate

Technique learning and achieve specific learning objectives.

The language and materials that learners are exposed to, such as listening or
Input reading texts, which serve as the basis for language learning.

The portion of the input that learners successfully process and internalize,
Intake integrating it into their existing linguistic knowledge.

The language produced by learners in speaking or writing, reflecting their

Output current proficiency level and incorporating elements of learned input.

Learner A teaching approach that focuses on the individual needs, interests, and abilities
Centeredness of learners, actively involving them in the learning process.

The act of using alternative words or expressions to convey meaning when a

Circumlocution specific word or concept is not known or cannot be recalled.

Providing learners with explicit instruction, strategies, and skills to enhance their
Learner Training language learning abilities and become more independent learners.
 Reading Techniques

Reading
Technique Description

Quickly glancing over a text to get a general understanding of the main ideas, key
Skimming points, and overall structure without reading every word or focusing on details.

Rapidly searching for specific information or details in a text, such as names, dates,
Scanning or keywords, without reading the entire passage in depth.

Engaging with the text by highlighting or underlining key ideas, taking notes, asking
Active questions, and making connections to improve comprehension and retention of
Reading information.

Using context clues, headings, subheadings, or prior knowledge to anticipate what

Predicting information or ideas might be present in the text before reading it.

Condensing the main points or ideas of a text into a concise summary, focusing on
Summarizing the essential information and omitting unnecessary details.

Drawing conclusions or making educated guesses based on clues, implicit

information, or the reader's background knowledge in order to understand the
Inferring intended meaning.

Creating mental images or visual representations of the text to enhance

Visualizing comprehension and create a more vivid and memorable reading experience.

Generating questions while reading to actively engage with the text, clarify
Questioning understanding, and identify areas that require further exploration or clarification.

Taking time to think and reflect on the ideas, connections, and personal responses to
Reflecting the text, fostering deeper understanding and critical thinking.

Assessing the reliability, credibility, or validity of the information presented in the

text, considering different perspectives, and forming one's own opinions or
Evaluating judgments.

Technique Description

This technique involves focusing on individual components of reading, such as

letters, words, and sentence structure, and gradually building meaning from these
Bottom-up
smaller elements. It emphasizes decoding and understanding the text based on its
Reading
Technique Description

linguistic features and relies on the reader's ability to recognize and process
individual words and phrases.

This technique involves approaching the text with a broad understanding of the
topic, context, and prior knowledge. The reader draws upon their background
knowledge, expectations, and predictions to comprehend the overall meaning of the
text. It emphasizes using higher-level cognitive processes such as making
Top-down inferences, using context clues, and understanding the text as a whole.

Vocabulary Techniques

Vocabulary
Teaching Technique Description

The use of real objects or authentic materials to introduce or reinforce

vocabulary. Realia provides concrete and visual representations that help
students connect words to real-world objects, making the learning experience
Realia more tangible and memorable.

Teaching vocabulary in meaningful chunks or collocations, focusing on

frequently occurring word combinations or phrases rather than isolated
words. This technique emphasizes the importance of learning words in
Chunks context and helps students develop natural language patterns.

Engaging students in activities or questions that prompt them to produce

vocabulary or provide their own examples. Elicitation encourages active
participation and activates students' prior knowledge, allowing them to
Elicitation contribute to the learning process and take ownership of their learning.

Revisiting and reviewing previously taught vocabulary over time to reinforce

learning and promote long-term retention. Recycling involves incorporating
previously learned words into new contexts, activities, or exercises to
Recycling strengthen students' vocabulary knowledge.

Structured and repetitive practice activities that aim to develop students'

Drills
accuracy and fluency in using vocabulary. Drills can include activities such
Vocabulary
Teaching Technique Description

as word repetition, substitution exercises, or cloze tasks, providing focused

practice opportunities to reinforce vocabulary understanding.

Integrating vocabulary instruction within meaningful contexts, such as

authentic texts, real-life situations, or specific topics of interest.
Contextualization helps students understand how words are used in context,
Contextualization increases comprehension, and supports vocabulary retention and application.

Writing Techniques

Writing
Technique Description

Generating ideas or content related to a writing topic through free association,

listing, clustering, or mind mapping. Brainstorming helps students generate a
Brainstorming pool of ideas before starting the actual writing process.

Creating a structured outline or framework that organizes the main ideas,

supporting details, and the overall structure of the writing piece. Outlining
provides a roadmap for students to follow, ensuring coherence and logical flow
Outlining in their writing.

Engaging in activities such as freewriting, journaling, or discussion to stimulate

critical thinking, activate prior knowledge, and generate ideas before starting the
Pre-writing writing task. Pre-writing activities help students organize their thoughts and plan
Activities their writing effectively.

Collaborative feedback and review process where students exchange and provide
constructive comments on each other's writing. Peer review promotes revision,
editing skills, and a deeper understanding of writing conventions and audience
Peer Review awareness.

Demonstrating the writing process by sharing model texts or examples with

students. Modeling allows students to observe effective writing techniques,
structures, and language use, serving as a guide for their own writing and
Modeling providing inspiration and a reference point.
Writing
Technique Description

Practicing the combination of shorter sentences into longer, more complex

Sentence sentences. Sentence combining helps students improve sentence structure,
Combining variety, and cohesion, enhancing the overall quality of their writing.

Focusing on the improvement of content, organization, language use, and

mechanics of a written piece through self-editing and revision. This stage helps
Editing and students refine their writing, clarify ideas, and enhance coherence and
Revising coherence.

Developing an understanding of different writing genres, such as narratives,

persuasive essays, or reports, including their structures, language features, and
Genre purpose. Genre awareness helps students adapt their writing style to different
Awareness contexts and audiences.

Incorporating vocabulary-building activities, such as word banks, vocabulary

Vocabulary exercises, or word choice discussions, to enhance students' lexical repertoire and
Development encourage the use of precise and appropriate vocabulary in their writing.

Classroom Management

A pedagogical contract, also known as a learning contract or classroom agreement, is a

collaborative agreement between teachers and students that outlines expectations, responsibilities,
and goals for the learning environment. It serves as a foundation for establishing a positive and
productive classroom atmosphere and fostering a sense of ownership and accountability among
students. Here are some key components that may be included in a pedagogical contract:

1. Classroom Rules and Expectations: Clearly define the behavioral expectations and rules for
the classroom, including guidelines for participation, respect, cooperation, and academic integrity.

2. Learning Goals and Objectives: Collaboratively establish learning goals, both academic and
personal, that students aim to achieve throughout the course or academic period.
3. Roles and Responsibilities: Clearly outline the roles and responsibilities of both the teacher and
the students in creating a conducive learning environment. This may include expectations for
attendance, active participation, completing assignments, and seeking help when needed.

4. Communication and Collaboration: Specify how communication and collaboration will be

encouraged and maintained among students and between students and the teacher. This can include
guidelines for respectful dialogue, listening skills, and effective communication channels.

5. Assessment and Feedback: Discuss the methods of assessment, grading criteria, and feedback
mechanisms that will be used to evaluate students' progress. Emphasize the importance of
constructive feedback and growth mindset.

6. Classroom Procedures: Outline the procedures for various classroom activities, such as
submitting assignments, requesting clarification, managing technology, or participating in
discussions.

7. Respect for Diversity and Inclusion: Establish a commitment to fostering an inclusive and
respectful learning environment that values diversity, promotes empathy, and encourages
understanding and acceptance of different perspectives and backgrounds.

8. Consequences and Rewards: Discuss the consequences for not adhering to the agreed-upon
rules and responsibilities, as well as any rewards or recognition for exemplary behavior or
achievements.