Chapter 1 Introduction

Question 1

Measurement

Answer 1

Process of quantifying the performance of test takers according to explicit procedures and rules. involves production and use of instrument (test).

Question 2

Assessment

Answer 2

Refers to the systematic gathering of information for the purposes of making decisions or judgements about individuals. e.g case study, questionnaire, observation

Question 3

Evaluation

Answer 3

Systematic gathering of information for the purpose of making decisions. collection of reliable and relevant information. focuses on systematic procedures and explicit criteria (objects are educational program, institutions and textbooks, not necessarily tests and vice versa)

Question 4

Informal Assessment

Answer 4

incidental unplanned comments and responses, impromptu feedback, no fixed judgements

Question 5

Formal Assessment

Answer 5

Systematic planned sampling techniques constructed to give teacher and student an appraisal of student achievement. ALL TESTS are included here but not vice versa.

Question 6

Formative Assessment

Answer 6

Evaluates students with goal of student growth (feedback). DELIVERY by teacher and INTERNALIZATION by student. ALL INFORMAL are Formative.

Question 7

Summative Assessment

Answer 7

aims to measure or summarize what student has grasped typically occurs at the end of a course of unit of instruction. e.g finals

Question 8

Norm-referenced test

Answer 8

type of test whereby a candidate’s score are interpreted with reference to performance of other candidates. purpose is to place test-takers in rank order (TOEFL,SAT)

Question 9

Criterion-referenced test

Answer 9

type of test designed to give test-takers feedback in the form of grades on a specific lesson. examines level of knowledge (classroom assessment)

Question 10

Traditional Assessment

Answer 10

one-shot, timed multiple choice format, norm-referenced, summative, non-interactive performance, extrinsic motivation

Question 11

Alternative Assessment

Answer 11

ongoing assessment, free response format, criterion referenced, interactive performance, intrinsic motivation

Question 12

Discrete-Point Testing

Answer 12

Demands decontextualization, sampling all four skills in an overall language proficiency test (grammar test)

Question 13

Integrative Test

Answer 13

language competence is a unified set of interacting abilities that cannot be tested separately (e.g cloze test, dictation)

Question 14

Cloze Tests

Answer 14

elicits both linguistic knowledge and ability to predict meaning from written text

Question 15

dictation

Answer 15

requires careful listening, reproduction in writing of what is heard, efficient short-term memory and some expectancy rules to aid short-term memory

Question 16

Unitary Trait Hypothesis (UTH)

Answer 16

All discrete points DOES NOT add up to a whole. single factor underlying language ability was analogous to the single trait of general intelligence. Focuses on linguistic aspect but not as language skill. doesn’t consider performance variables

Question 17

Communicative Language Testing

Answer 17

A quest for authenticity and communicative competence. Test performance must correspond to language use in non-test situations

Question 18

Performance-Based Test

Answer 18

explicit form of communicative language testing, assesses student’s actual performance in real-world tasks (e.g oral interview, role-play)

Question 19

Communicative Competence

Answer 19

overall underlying knowledge and ability for language use which speaker-listener processes

Question 20

Test

Answer 20

Measurement instrument designed to elicit a specific sample of an individual’s behavior. Has specific domain to be measured