TKT_Mod I_Assessment Types

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TKT Module I Quiz on Assessment Types

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assessment

tkt

module i

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Jessica Tito

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TKT_Mod I_Assessment TypesOnline version TKT Module I Quiz on Assessment Types by Jessica Tito 1 At the beginning of a course we might give them this test to find out what they know and don't know. The information from this type of test helps us decide what to teach and which learners need help in which areas of language. a Portfolio b Diagnostic Test c Achievement Test d Proficiency Test 2 When learners go to a language school or evening classes, the school may want to know what level the learners are at, so they give them a test. We use the information from this test to decide what level of class the learners should go into. a Diagnostic Test b Placement Test c Proficiency Test d Summative Test 3 After we have finished teaching a part of a course, we may want to find out how well learners have learnt it. This test looks back over a recent block of the syllabus to see how well the learners have learnt what it covered. a Portfolio b Summative Test c Progress Test d Proficiency Test 4 Some teachers prefer not to assess their learners' progress in a term through tests but through pieces of work given throughout the term. They might set a composition in week 2, for instance, a presentation in week 4, an essay in week 6, etc., then base the learner's final mark on the average mark for the pieces of work. a Summative Test b Continuous Assessment c Progress Test d Achievement test 5 This is a collection of learners' work done during the course, which the learner puts together during or at the end a course and then presents to the teacher. Often it also contains comments on the work written by the learner or classmates. a Achievement Test b Placement Test c Diagnostic Test d Portfolio 6 At the end of a term or course, we may give learners a test to see how well they have learnt the contents of the whole course. Learners usually receive a score or mark from this kind of testing. Choose one or more answers a Summative Test b Progress Test c Achievement Test d Proficiency Test 7 The contents of the test are not based on a course or syllabus that the learner has followed. The test measures the learner's general skill or ability in the language as a whole. e.g. The ECPE Michigan Test, or the Cambridge English: First (FCE) Test. a Proficiency Test b Placement Test c Achievement Test d Progress Test

TKT_Mod I_Assessment TypesOnline version

TKT Module I Quiz on Assessment Types

by Jessica Tito

At the beginning of a course we might give them this test to find out what they know and don't know. The information from this type of test helps us decide what to teach and which learners need help in which areas of language.

Portfolio

Diagnostic Test

Achievement Test

Proficiency Test

When learners go to a language school or evening classes, the school may want to know what level the learners are at, so they give them a test. We use the information from this test to decide what level of class the learners should go into.

Diagnostic Test

Placement Test

Proficiency Test

Summative Test

After we have finished teaching a part of a course, we may want to find out how well learners have learnt it. This test looks back over a recent block of the syllabus to see how well the learners have learnt what it covered.

Portfolio

Summative Test

Progress Test

Proficiency Test

Some teachers prefer not to assess their learners' progress in a term through tests but through pieces of work given throughout the term. They might set a composition in week 2, for instance, a presentation in week 4, an essay in week 6, etc., then base the learner's final mark on the average mark for the pieces of work.

Summative Test

Continuous Assessment

Progress Test

Achievement test

This is a collection of learners' work done during the course, which the learner puts together during or at the end a course and then presents to the teacher. Often it also contains comments on the work written by the learner or classmates.

Achievement Test

Placement Test

Diagnostic Test

Portfolio

At the end of a term or course, we may give learners a test to see how well they have learnt the contents of the whole course. Learners usually receive a score or mark from this kind of testing.

Choose one or more answers

Summative Test

Progress Test

Achievement Test

Proficiency Test

The contents of the test are not based on a course or syllabus that the learner has followed. The test measures the learner's general skill or ability in the language as a whole. e.g. The ECPE Michigan Test, or the Cambridge English: First (FCE) Test.

Proficiency Test

Placement Test

Achievement Test

Progress Test

TKT_Mod I_Assessment Types

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TKT_Mod I_Assessment Types

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Download the paper version to play

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TKT_Mod I_Assessment TypesOnline version

by Jessica Tito

At the beginning of a course we might give them this test to find out what they know and don't know. The information from this type of test helps us decide what to teach and which learners need help in which areas of language.

When learners go to a language school or evening classes, the school may want to know what level the learners are at, so they give them a test. We use the information from this test to decide what level of class the learners should go into.

After we have finished teaching a part of a course, we may want to find out how well learners have learnt it. This test looks back over a recent block of the syllabus to see how well the learners have learnt what it covered.

This is a collection of learners' work done during the course, which the learner puts together during or at the end a course and then presents to the teacher. Often it also contains comments on the work written by the learner or classmates.

At the end of a term or course, we may give learners a test to see how well they have learnt the contents of the whole course. Learners usually receive a score or mark from this kind of testing.

Choose one or more answers

The contents of the test are not based on a course or syllabus that the learner has followed. The test measures the learner's general skill or ability in the language as a whole. e.g. The ECPE Michigan Test, or the Cambridge English: First (FCE) Test.