Discussion examination: making assessment match

Instructional strategy

1. Remember the possible exam formats you have experienced and formulate the student and teacher role and functions. Can you think of benefits and disadvantages of these formats? Which of the formats do you favor and why?

Vocabulary Enrichment

allotted time articulate delivery of ideas compatible themes complementary curriculum outcome demanding test discussant disparate enquiry factual information format grid multitude of tasks pencil / paper exam perplexity reflective thinking shared enquiry technique

student-initiated dialogue taxonomy to award / deduct points to be on the cutting edge to develop rubrics to draw inferences to enhance the sharing of ideas to filibuster to hone skills to jeopardize smb’s comfort level to promote critical thinking to tabulate to tally scores to team teach to under-assess student know-how verbally gifted verbatim

2. Make sure you can explain the following terms from the text: critical thinking, curriculum, pencil / paper exam, reflective thinking, team-teaching.

3. Match the definitions with the words from the list:

A general plan of organization and arrangement………

A pattern of lines forming squares, used as a reference for locating points on a map, chart, aerial photograph, etc………

A way of speaking………

Allocated, assigned………

Capable of living or functioning harmoniously with others………

Category; authoritative rule or direction………

Questioning………

Something inferred, as a conclusion………

Special knowledge and skill………

Spoken clearly and distinctly………

To advocate the adoption or use of………

To expose to loss or danger………

To perfect………

To use obstructionist tactics, as prolonged speechmaking, to prevent or hinder legislative action………

Using precisely the same words: word for word………

4. Use the correct derivative:

1. They aim at (promote) critical thinking.

2. Is he aware of the possible (jeopardize)?

3. Do not engage in (under-assess).

4. It’s easy to draw (infer) now.

5. The point needs clarification and being further (reflect) over.

6. The teacher assumed the role not of a listener but that of a (discuss).

7. The new professor is gossiped to be a demanding one.

8. I’d like to (enquire) about the results of the test.

9. His (deliver) is not very (articulate).

10. These two techniques are quite (incompatibility).

11. You should further (enhance) the presentation for it to become engaging.