IN an EFL context, assessment should always be diagnostic, so that there is a chance to determine how much the student has learned and how much they still need to learn, but not to give grades.
A.
That is the craziest thing I have ever heard!
B.
Definitely.
C.
Are you for real???
D.
No.
2.
Alternative assessment is used to see what students can integrate and produce, not to see what they can remember and repeat.
A.
Heck, yeah!
B.
Hmmm, my teacher made me repeat verbs.
C.
No way.
D.
False.
3.
Traditional assessment (tests, workbook exercises, etc.) was good for teachers because they could see what students were able to do with the language.
A.
Exactly!!
B.
Crazy, but true.
C.
False as my fake purse.
D.
True.
4.
Ideally, alternative assessment should be used to improve learning, not to present students with grades.
A.
Absolutely!
B.
That's not what the author states.
C.
No way, Jose!
D.
False.
5.
One of the principles of alternative assessment is that this has to be connected with what is taught in class, the class or course objectives and should be student-centered.
