Essays and compositions in draft and final forms; reports, project outlines; poetry and creative prose; artwork, photos, newspaper or magazine clippings; audio and/or video recordings of presentations, demonstrations, etc.; journals, diaries, and other personal reflections; tests, test scores, and written homework exercises, and notes on lessons. (It includes materials such as)

• A) It includes materials such as
• B)
• C)
• D)

A journal is an account of one's thoughts, feelings, reactions, assessments, ideas, or progress toward goals. (Journals)

• A) Journals
• B)
• C)
• D)

Usually written with little attention to structure, form, or correctness, it allows learners to articulate their thoughts without the threat of those thoughts being judged later (usually by the teacher).

• A) Usually written with little attention to structure, form, or correctness, it allows learners to articulate their thoughts without the threat of those thoughts being judged later (usually by the teacher).
• B)
• C)
• D)

Most classroom oriented journals are known as ‘dialogue journals’.

• A) Most classroom oriented journals are known as ‘dialogue journals’.
• B)
• C)
• D)

They imply an interaction between a reader (the teacher) and the student through dialogues or responses.

• A) They imply an interaction between a reader (the teacher) and the student through dialogues or responses.
• B)
• C)
• D)

Conferences have been a routine part of the language classrooms, especially of courses in writing where mainly students participate and the teachers play the role of a facilitator.

• A) Conferences have been a routine part of the language classrooms, especially of courses in writing where mainly students participate and the teachers play the role of a facilitator.
• B)
• C)
• D)

It is a conversation about a draft that facilitates the improvement of the written work. Here, the teacher is able to direct feedback toward a student's specific needs.

• A) It is a conversation about a draft that facilitates the improvement of the written work. Here, the teacher is able to direct feedback toward a student's specific needs.
• B)
• C)
• D)

Conferences are not limited to written drafts.

• A) Conferences are not limited to written drafts.
• B)
• C)
• D)

• Commenting on drafts of essays and reports • Reviewing portfolios • Responding to journals • Advising on a student's plan for oral presentations • Assessing a proposal for a project • Giving feedback on the results of a test • Clarifying understanding of a reading (Possible Functions of Conferencing)

• A) Possible Functions of Conferencing
• B)
• C)
• D)

Setting personal goals for the near future • Assessing general progress in a course.

• A) Setting personal goals for the near future • Assessing general progress in a course.
• B)
• C)
• D)

It denotes a context in which a teacher interviews a student for a designated assessment purpose. (Interview)

• A) Interview
• B)
• C)
• D)

These intuitive perceptions are stored as little pieces of information about students that can form a composite impression of a student's ability.

• A) These intuitive perceptions are stored as little pieces of information about students that can form a composite impression of a student's ability.
• B)
• C)
• D)

Determine the specific objectives of the observation.

• A) Determine the specific objectives of the observation.
• B)
• C)
• D)

Decide how many students will be observed. 3. Set up the logistics for making unnoticed observations. 4. Design a system for recording observation. 5. Limited number of elements to be observed. 6. Determine specifically how you will use the results. 7. Recording, checklists, rating scales.

• A) Decide how many students will be observed. 3. Set up the logistics for making unnoticed observations. 4. Design a system for recording observation. 5. Limited number of elements to be observed. 6. Determine specifically how you will use the results. 7. Recording, checklists, rating scales.
• B)
• C)
• D)

A conventional view might consider them a reversal of power relationships. (Self and Peer Assessments)

• A) Self and Peer Assessments
• B)
• C)
• D)

Where selfassessment derives its theoretical justification from various principles; e.g., learner autonomy and intrinsic motivation, peer-assessment appeals to similar principles, e.g., cooperative learning.

• A) Where selfassessment derives its theoretical justification from various principles; e.g., learner autonomy and intrinsic motivation, peer-assessment appeals to similar principles, e.g., cooperative learning.
• B)
• C)
• D)

Direct Assessment of (a specific) performance.

• A) Direct Assessment of (a specific) performance.
• B)
• C)
• D)

Indirect assessment of (general) competence.

• A) Indirect assessment of (general) competence.
• B)
• C)
• D)

17.Teaching the Sounds of Language

• A) 17.Teaching the Sounds of Language
• B)
• C)
• D)

Phonetics is concerned with how sounds are produced, transmitted and perceived.

• A) Phonetics is concerned with how sounds are produced, transmitted and perceived.
• B)
• C)
• D)