It is done at a micro level every time we indicate that something is wrong and help students get it right.

• A) It is done at a micro level every time we indicate that something is wrong and help students get it right.
• B)
• C)
• D)

It aims to measure, or summarize, what a student has grasped, and typically occurs at the end of a course or a unit of instruction. (Summative Assessment)

• A) Summative Assessment
• B)
• C)
• D)

A test, in simple terms, is a method of measuring a person's ability, knowledge, or performance in a given domain (Brown, 2004).

• A) A test, in simple terms, is a method of measuring a person's ability, knowledge, or performance in a given domain (Brown, 2004).
• B)
• C)
• D)

it is an instrument - a set of techniques, procedures, or items. (A test is first a method)

• A) A test is first a method
• B)
• C)
• D)

These are used to place students in classes/programs which are appropriate to their level of proficiency. (Placement Tests)

• A) Placement Tests
• B)
• C)
• D)

Usually based on syllabus and material, they define characteristics of each level of proficiency, test grammar and vocabulary knowledge, and assess students’ productive and receptive skills.

• A) Usually based on syllabus and material, they define characteristics of each level of proficiency, test grammar and vocabulary knowledge, and assess students’ productive and receptive skills.
• B)
• C)
• D)

These are used to explore learners’ difficulties, gaps in their knowledge and skill deficiencies during a course. (Diagnostic Achievement Tests)

• A) Diagnostic Achievement Tests
• B)
• C)
• D)

They identify students’ strengths and weaknesses. Although difficult to construct, they benefit future instruction.

• A) They identify students’ strengths and weaknesses. Although difficult to construct, they benefit future instruction.
• B)
• C)
• D)

They are designed to measure learners’ language and skills progress in relation to the syllabus they have been following, (Progress or Achievement Tests)

• A) Progress or Achievement Tests
• B)
• C)
• D)

These tests give a general picture of a student’s knowledge and ability in a language. (Proficiency Tests)

• A) Proficiency Tests
• B)
• C)
• D)

They are frequently used as stages people have to reach if they want to be admitted to a foreign university, get a job or obtain some kind of certificate.

• A) They are frequently used as stages people have to reach if they want to be admitted to a foreign university, get a job or obtain some kind of certificate.
• B)
• C)
• D)

These are used to predict a person’s future success in learning a foreign language. They are usually taken before actual learning. (Aptitude Tests)

• A) Aptitude Tests
• B)
• C)
• D)

These are used to assess bilingual learners’ relative strength in two or more languages. (Language Dominance Tests)

• A) Language Dominance Tests
• B)
• C)
• D)

It has many benefits - provides evidence of students’ efforts; helps students become more autonomous and self-monitor their own learning. (Portfolio Assessment)

• A) Portfolio Assessment
• B)
• C)
• D)

It has clear validity since students have a chance to edit before submitting their work and has an extremely positive wash back effect.

• A) It has clear validity since students have a chance to edit before submitting their work and has an extremely positive wash back effect.
• B)
• C)
• D)

In order to judge effectiveness of any test, it is sensible to lay down criteria against which a test can be measured.

• A) In order to judge effectiveness of any test, it is sensible to lay down criteria against which a test can be measured.
• B)
• C)
• D)

A test is valid if it tests what it is supposed to test; if it produces similar results to some other measures – that is if we can show that Test A gives us the same kind of results as Test B. (Validity)

• A) Validity
• B)
• C)
• D)

A good test should give consistent results, (Reliability)

• A) Reliability
• B)
• C)
• D)

Teaching may become dominated by the needs of future tests and their components as teachers want their students to pass the tests and exams. (Wash Back Effect)

• A) Wash Back Effect
• B)
• C)
• D)

exam teachers might use a range of different activities, exam teachers suffering from the wash back effect, might stick rigidly to exam format activities. (Where non)

• A) Where non
• B)
• C)
• D)