Integrated task

• Describe your testing situation (whom you are going to test, where and when)

• Describe the goal of your testing

• Give a rationale for testing as related to your goal

• Describe the format of the chosen test

• Describe the testing procedure (the number of the learners, the time of the day and the duration of testing)

• Describe the results of test analysis

• Give recommendations for further teaching.

Answer keys

SAQ 1.1

1B 2C 3D 4A

Exploratory task 1.2

1 not very reliable as some questions can be more difficult than others, valid for resting reading skills, good learners can show poor results for failing to understand a particular text, practical; 2 not very reliable as some points can be more difficult than others, valid for testing writing skills, good learners can show poor results if they are not familiar enough with this test format, time consuming: 3 not very reliable as some errors can be more difficult to detect than others, tests the declarative grammar knowledge, good communicators can fail to notice the errors, practical

Exploratory task 1.3

“C” is correct according to the rules of reported speech but the pre-tested native speakers asserted that “A”, “B” and “C” were also perfectly acceptable

Exploratory task 1.4

who/which, indeed, choice, others, no, claimed

Exploratory task 1.5

physical education, time, cut …teaching

Exploratory task 1.6

1b, 2abc, 3b, 4d, 5ac, 6c, 7bc, 8c, 9a, 10d, 11d, 12b

Exploratory task 1.8

1D 2B 3A 4E 5C

Exploratory task 1.9

1 are, every, 2 hundred, 3 in, 4 commit 5 more 6 has 7 works

Exploratory task 1.10

1. If it had not been for my friend I would not have been able to pay the mortgage

2. No sooner had I entered the room than I found out that something was wrong

3. He locked himself out of the car

4. The dog barked the burglar out of the room

5. Never again will I come here

Exploratory task 2.11

b/ was d/to f/ of h/ himself)

Exploratory task 2.12

1b 2a 3b 4d 5d

Exploratory task 2.14

Ani amarti

Glossary

Achievement tests measure the command of the course studied

Cloze tests offer the test-takers a task to complete the gaps in a coherent discourse

Concurrent validity is coincidence of the testing results with the results obtained by other means including teacher’s continuous assessment

Consistency is agreement between parts of the text in terms of difficulty and results

Construct validity is the ability of the test to measure what it claims to measure (e.g. a test claiming the ability to measure speaking performance is not to measure lexical or grammar competence instead)

Contextualization tests offer the test-takers a task to produce an oral or written discourse out of a graphical form (tables, graphs, charts etc)

Diagnostic tests measure strengths and weaknesses of the test takers

Gap-filling tests offer the test-takers a task to complete the gaps in sentences

Information-transfer tests offer the test-takers a task to transfer information from a text into a graphical form (tables, graphs, charts etc)

Interactive tests consider the background knowledge and other individual traits of the test-takers

Matching tests offer the test-takers a task to find consistent pairs of language samples (another option is to find consistent pairs of language and pictures)

Multiple choice tests offer the test-takers a choice of the correct answer out of a number of “distracters”

Ordering tests offer the test-takers a task to sequence correctly randomized parts of a discourse

Placement tests are used to find the right stage of the curriculum for the learners and to teach them the adequate language difficulty level

Practicality is convenience of the test as a measuring tool (time saving etc)

Proficiency tests measure general language competence

Reliability is permanence of measuring results produced by the same test in different circumstances (testing speaking and writing is less reliable, than testing reading and listening)

Test is a tool for measuring success of performance or ability to do it

Testing format is the design of a test