All assessment of receptive performance must be made________

a. By inference
b. Orally
c. Measured

A good example of the use of a single skill would be when we_______

a. Watch a video and answer some questions in a written Form

b. Listen to a song
c. Read a text and tell our classmates what the text is about.

The micro-and macro skills provide_________ different objectives to assess in listening.

a. Ten
b. Seventeen
c. Seven

To determine if someone is a proficient user of a language, people customarily ask, how well
does the person ______. People rarely ask, "Do you understand and speak Spanish?
a. speak the language
b. understand the written language
c. read the language

Which of the following is not considered a microskill of listening?

a. Infer situations, participants, goals using real-world knowledge
b. Retain chunks of language of different lenghts in short term memory
c. Discriminate among the distinctive sounds of English

Which one is not considered a microskill of speaking?

a. Produce reduced forms of words and phrases.
b. Use an adequate number of lexical units (words) to accomplish pragmatic purposes.
c. Appropriately accomplish communicative functions according to situations, participants, and
goals.

Using a fifteen minutes lecture as a stimulus, can be considered_____

a. An authentic listening task
b. A fake task
c. Too long a task

Responsive assessment tasks include interaction and test comprehension but at ____ of very short
conversations, standard Greetings and small talk, simple requests and comments, and the like.
 a. A limited level
b. Extensive pace
c. Common words

In the assessment of oral production, the more ____ test tasks are, the ____ the challenge in
scoring due to the freedom of choice given to test-takers.

a. open-ended/less
b. close-ended/greater
c. open-ended/greater

In directed response tasks the test administrator elicits a particular grammatical form or a
transformation of a ____.
a. pattern
b. intonation pattern
c. sentence

Which task does not belong to imitative speaking?

a. Repeat after me: beat(pause); Bit (pause)

b. Listen to the verb past ending-ed in the following sentence then repeat: I worked at home
yesterday. (students Repeat)
c. Listen to the following personal questions and then provide your own answers.
What is your name?
Where do you live?
How old are you?

the following example; test-takers hear: Repeat after me: beat pause bat pause vat pause
represents a _____ task

a. Completation
b. Repetition
c. Writing

Extensive oral production tasks include _____ during which the opportunity for oral interaction
from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether.

a. speeches, letter writing and reading aloud

b. oral presentations and story writing
c. speeches, oral presentations and storytelling
A test in which you include an activity where the students are evaluated small talk, is said to be
a_______ speaking task.
a. Imitative
b. Intensive
c. Responsive

In imitative, a basic type of speaking, performance is the ability to simply_________ a Word or

phrase or possibly a sentence.
a. Follow
b. Parrot back
c. Listen

Although speaking is a productive skill, that can be directly and empirically observed, those
observations are invariably colored by the accuracy and effectiveness of a test-taker's listening
skill, which necessarily compromises the ____.

a. length of the test

b. reliability and validity of an oral production test
c. cost and time consuming

Intensive tasks may also be described as limited response tasks (Madsen, 1983), mechanical tasks
(Underhill, 1987), or what classroom pedagogy would label ______.

a. controlled responses
b. training tasks
c. dichotomic items

There is no such thing as a test of grammar or vocabulary that ______ one or more of the separate
skills of listening, speaking, reading, or writing.
a. Relies
b. does not invoke
c. trust

A communicative language teaching approach emphasizes ______ in which focus on form is

implicit for perhaps most of the minutes of a classroom hour .
a. Test results
b. Students performance
c. Spontaneous communication

Which of the following is not considered a basic type of listening?

a. You recognize speech sounds and hold a temporary “imprint” of them in short-term memory
b. You simultaneously determine the type of speech event ( monologue, interpersonal dialogue,
Transactional dialogue) that is being processed and attend to its context
( who the speaker is, location, purpose) and the content of the message.
 c. Several test that are combined to form an assessment.

Dictation is a widely researched genre of assessing listening comprehension. In a dictation, test-

taskers hear a passage, typically of 50 to 100 words, recited three times: first at normal speed;
then with long pauses between phrases or natural Word groups, during which time test-takers
write down what they have just heard; and finally at normal speed once more so they can check
their_____.

a. Pronunciation
b. Work and proofread
c. Syntax knowledge

A test in which you include an activity where the students are evaluated rhythm and intonation
patterns, is said to be a _______ speaking task.
a. Imitative
b. Intensive
c. Responsive

A versant is ____.
a. A commercial oral production test.
b. A test for speed speaking.
c. A phone call code or pin to take a test.

Editing for grammatical or rhetorical errors is a widely used test method for assessing ____ in
reading.
a. grammar
b. linguistics competence
c. scanning

If cloze testing is the most-researched procedure for assessing reading, the traditional “Read a
passage and answer some questions” technique is undoubtedly the ____.
a. less frequent teaching technique
b. more practical testing technique
c. oldest and the most common

The assessment of reading ability does not end with the measurement of comprehension. It is
also important, especially in formative classroom assessment, to assess the ______ that readers use
-or fail to use- to achieve ultimate comprehension of a text.
a. structure
b. vocabulary
c. strategies

_____ is a strategy used by all readers to find relevant information in a text.

a. Skimming
b. Scanning
c. The main idea

Every educated person must be able to comprehend charts, maps, graphs, calendars, diagrams,
and the like. Converting such nonverbal input into comprehensible intake requires not only an
understanding of the graphic and verbal conventions of the medium but also a ____.
a. learning skill to achieve higher standards
b. kinesthetic domain
c. linguistics ability to interpret that information to someone else

The following example: Test-takers hear: Hello, my name's Keiko. I come from Japan. Test-takers
read: A. Keiko is comfortable in Japan. B. Keiko wants to come to Japan. C. Keiko is Japanese. D.
Keiko likes Japan. corresponds to _________ recognition.
a. phonological
b. morphological
c. paraphrase

If your goal is to have test-takers demonstrate certain spoken_____, for example, the stimulus you
design must elicit those grammatical categories in ways that prohibit the test-taker from
avoiding or paraphrasing and thereby dodging production of the target form.

a. grammatical categories
b. loudness
c. phonological levels

Reading letters is a good example of_______

a. Personal Reading
b. Academic Reading
c. Job related Reading

The genre of a text enables readers to apply certain ______ that assists them in extracting
appropriate meaning.
a. figures
b. schemata
c. words

18. The following: Test-takers hear: "How much time did you take to do your homework?" Test-
takers write or speak: How much time did you take to do your homework? Is an example of
_______.
a. cloze dictation
b. open ended response to a question.
c. information transfer
The _____ of speaking imply the speaker's focus on the larger elements: fluency, discourse,
function, style cohesion, nonverbal communication, and strategic options.
a. microskills
b. macroskills
c. tasks

Another technique for targeting intensive aspects of language requires test-takers to read a
dialogue in which one speaker's lines have been omitted. Test-takers are first given _____ to get
its gist and to think about appropriate lines to fill in. Then as the tape, teacher, or test
administrator produces one part orally, the test-taker ____.
a. A sheet of paper - hands in
b. Time to read through the dialogue - responds
c. An example - understands

The following example: Test-takers hear: Repeat after me: beat pause bit pause bat pause vat
pause Represents a ____ task.
a. completion
b. repetition
c. writing

A good example of a macroskill of speaking will be:_________

a. Asking students to answer orally to yes/no questions, using short answers.
b. An oral rendering in a summarized form of a speech.
c. To test students fluency on a certain topic.

A good example of academic Reading is _____

a. Reading memos
b. Reading personal emails
c. Reading theses.

With an extraordinary number of _____ present in any literate culture, the reader's ability to
process texts must be very sophisticated.
a. genres
b. writers
c. tests

which of the following is not a strategy for Reading?

a. Identify your purpose in Reading a text
b. Apply phonetic rules when pronouncing words.
c. Use lexical analysis ( prefixes, roots, suffixes, etc) to determine meaning

A popular alternative to multiple-choice questions following reading passages is the age-old

short-answer format. A reading passage is presented, and the test-taker ______, usually in written
form, in a sentence or two.
a. reads questions that must be answered
b. writes a different sheet of paper
c. omits the answers and the questions

A reader´s comprehension of extensive texts may be assessed through an evaluation of a process

of note-taking and/or outlining. Becuase of the difficulty of controlling the conditions and time
frame for both these techniques, they rest firmly in the category of.
a. Effective assessment
b. Informal assessment
c. Cloze assessment

Assessment virtually always implies a “two-way street” between the ______: A set of questions or
prompts is produced by the teacher and comprehended by the test taker.
a. Teacher and students
b. Tests and items
c. Chairman and test takers

When setting out to design tasks, you should consider three important issues. Which of these do
not belong?
a. Every speaking task is capable of being isolated for the single skill of oral production. No concurrent
involvement of aural comprehension, and possibly writing, is necessary.
b. Eliciting the specific criterion you have designated for a task can be tricky because, beyond the
word level, spoken language offers a number of productive options to test-takers. Make sure your
elicitation prompt achieves its aims as closely as possible.
c. Because of these two characteristics of oral production assessment, it is important to carefully
specify scoring rubrics for a response so that ultimately you achieve as high a reliability index as
possible.

At the intensive level, test-takers are prompted to produce short stretches of discourse (no more
than a _____) through which they demonstrate linguistic ability at a specified level of language.
a. word
b. sentence
c. paragraph

The exact word scoring method gives credit to _____ only if they insert the exact word that was
originally deleted.
a. test-takers
b. the school administration
c. system

For full comprehension, test-takers may at the extensive level need to invoke _________ (perhaps
notetaking, questioning, discussion): listening that includes all four of the above types as test-
takers actively participate in discussions, debates, conversations, role plays, and pair and group
work.
a. interactive skills
b. auditory output
c. pragmatic context

“Write a summary of the text. Your summary should be about one paragraph in length (100-1 50
words) and should include your understanding of the main idea and supporting ideas.” Is an
instruction for assessing ____
a. summarizing
b. skimming
c. scanning

Extensive reading involves somewhat longer texts such as _____ that fall into this category. The
reason for placing such reading into a separate category is that reading this type of discourse
almost always involves a focus on meaning using mostly top-down processing, with only
occasional use of a targeted bottom-up strategy.
a. Short essays, isolated sentences, main ideas
b. Journal articles, longer essays, short stories
c. Words in context and sigle ideas in a real context

A communicative language teaching approach emphasizes ______ in which focus on form is

implicit for perhaps most of the minutes of a classroom hour.
a. test results
b. students performance
c. spontaneous communication

Today many standirized test tasks test-takers to process explicit knowledge of formal aspects of
the language, such as _______ or a correct vocabulary ítem.
a. To fill in the blanks with personal information.
b. To identify real Word ítems
c. To identify correct grammar

Which of the following is not considered a basic type of listening?

a. You recognize speech sounds and hold a temporary “imprint” of them in short-term memory
b. You simultaneously determine the type of speech event (monologue, interpersonal dialogue,
transactional dialogue) that is being processed and attend to its context ( who the speaker is ,
location, purpose) and the content of the message.
c. Several tests that are combined to form an assessment.

You are required to design a listening test. You need to know how well a student respond to
comprehension questions after listening a conversation. What kind of listening performance is
this?
a. Responsive listening
 b. Selective listening
c. Extensive listening.

Four types of tasks are commonly addressed in academic writing courses: compare/contrast,
problem/solution, pros/cons, and _______.
a. short/long
b. cause/effect
c. technical/domestic

The initial step in teaching paraphrasing is to ensure that learners understand the importance of
paraphrasing: to say something in _____.
a. one´s words
b. different topics
c. the same words

Letters, emails and diaries are considered___ genre of writing.

a. Academic
b. Personal
c. Job-related

At this levels learners are trying to________ the mechanics of writing.

a. Master
b. Forget
c. Figure out

Minimal phonemic pair recognition is a task developed for ______ listening.

a. objective
b. extensive
c. intensive

We can say that the following dialogue: Detective: Where were you last night at 11:00 p.m, the
time of the murder? Man: Uh, let's see, well, I was just starting to see a movie. Detective: Did you
go alone? Man: No, uh, well, I was with my friend, uh, Bill. Yeah, I was with Bill. Detective: What
did you do after that? Man: We went out to dinner, then I dropped her off at her place.
Detective: Then you went home? Man: Yeah. Detective: When did you get home? Man: A little
before midnight. as a testing item, is _______.
a. a little contrived
b. more authentic
c. artificial

Which of the following is not a macroskill of writing?

a. Use cohesive devices in written discourse.
b. Use the rhetorical forms and conventions of written discourse.
c. Appropriately accomplish the communicative functions of written texts according yo forms and
purpose.

We can therefore safely say that assessing writing is virtually always _____.
a. independent
b. integrated
c. autonomous

Skimming is the process of rapid coverage of reading matter to determine _____. It is a prediction
strategy used to give a reader a sense of the topic and purpose of a text, the organization of the
text, the perspective or point of view of the writer, its ease or difficulty, and/or its usefulness to
the reader.
a. the details of the reading
b. the internal structure of the writing
c. its gist or main idea

Which of the following is not considered a microskill of listening?

a. I nfer situations, participants, goals using real-world knowledge.
b. Retain chunks of language of different lengths in short-term memory.
c. Discriminate among the distinctive sounds of English.

Imitative writing includes the ability to spell correctly and to perceive phoneme-grapheme
correspondences in the English spelling system. It is a level at which learners are trying to master
the _____.
a. syntax of the essay
b. phonetics of the language
c. mechanics of writing

Classroom evaluation of learning is best served through, analytic scoring, in which as many as
____ elements of writing are scored, thus enabling learners to hone in on weaknesses and
capitalize on strengths.
a. ten minor
b. six major
c. not single

Which one is an advantage of holistic scoring?

a. Relatively high inter-rater reliability.
b. One score masks differences across the subskills within each score.
c. The scale may not apply equally well to all genres of writing.

Both morphology and _____ are concerned with the linguistic accuracy of language.
a. geology
b. grammar
c. syntax
Spelling tests are among the kind of writing tests grouped under the category
of:__________writing.
1. Intensive
2. Imitative
3. Responsive

Collocations and idioms, and correct grammatical features up to the length of a sentence are part
of the assessment of ____ writing.
a. intensive controlled
b. responsive
c. essential mechanics of

An intensive writing task can be:_________

a. Read the following paragraph then change the tense.
b. Translate the folllowing phonetic representation of words into the regular alphabet.
c. Choose the Word with the correct spelling to fit the sentence, then write the Word in the
space provided

The advantages of the multiple-choice tasks are that they are easy to _____ and score, and the
disadvantages are that they are difficult to ____, can promote guessing from test-takers, and are
sometimes viewed as not being authentic language use.
a. administer - create
b. guess - find
c. create – apply

A second method of scoring, primary trait, focuses on "how well students can write within a
narrowly defined range of discourse." This type of scoring emphasizes the ____ and assigns a
score based on the effectiveness of the text´s achieving that one goal.

a. linguistic performance
b. writing style
c. task at hand

Pragmatic meaning is the same as__________

a. Accuracy
b. Meaningfullness
c. Acceptability

______ writing implies successful management of all the processes and strategies of writing for all
purposes, up to the length of an essay, a term paper, a major research project report, or even a
thesis.
a. extrinsic
b. intensive
c. extensive

These three guidelines: 1) Point out any problems with cohesive devices within and across
paragraphs. 2) If appropriate, comment on documentation, citation of sources, evidence, and
other support. 3) Comment on the adequacy and strength of the conclusion; should be
considered when assessing _____.
a. Early stages of peer teaching
b. Mid stages of text understanding
c. Later stages of composing

The________ emphazised meaning and fluency

a. Grammar translation method
b. Communicative approach
c. Direct method

Test-takers must choose the _______for the deletion or gap based on the context in which the
language is presented.
a. Appropriate response
b. One test
c. Empty gap

Dichotomous scoring means that there is only _____ criterion for correctness (form or meaning),
and test-takers get it either right or wrong.
a. various
b. none
c. one

Language researchers and teachers recognize that vocabulary knowledge is _____ to overall
second language ability and are now focusing on ways to teach vocabulary and also assess the
knowledge of vocabulary.
a. useless
b. accessory
c. integral

Knowing a word means knowing the ____________ behavior associated with that word.
a. phonetic
b. syntactic
c. etymological
In the four skills of listening, speaking, reading, and writing, the knowledge of _____ is at the
center of language use, so it isn't surprising that for many years we believed that knowing a
language meant knowing the grammatical structures of that language.
a. grammar
b. phonetics
c. reading

By _____ to form and/or meaning, learners become aware of the existence of specific language
features in English.
a. missing
b. attending conciously
c. alternating

The purpose of extended production is to _____ of language from the test-taker and to allow for
more creative construction therefore these tasks are likely to elicit instances of authentic
language use.
a. put away
b. delete
c. obtain larger amounts

_________words - prepositions, articles, conjunctions, and other little words are seen as belonging
more to the grammar of the language than vocabulary.
a. function
b. empty
c. verbal

The task:
Choose the Word that represent the grammar mistake in the following sentence,
Joan and Christian are sister and brother. They lives in Bogota, Colombia
Can be considered a____
a. Multiple choice task
b. Discrimination task
c. Dichotomic task

In gap-filling tasks the language is presented in the form of a ______ in which a number
of words are deleted.
a. sentence
b. essay
c. book

Discrimination items are used to _____ the difference between two similar areas of grammatical
knowledge.
a. apply
b. give
c. measure

Information gap tasks, more commonly known as the _____, presents the input in terms of
incomplete information.
a. dual gap item
b. info-gap task
c. blank-designed task

Dialogue-completion tasks are presented in the form of a short conversation or dialogue in which
a part of the exchange or the entire exchange is _____ and the expected response is meant to be
grammatically correct.
a. corrected
b. analyzed
c. left blank

________ can be considered a gap filling task

a. Complete the sentence with the appropriate verb form
b. Answer the following question
c. Identify the following statements as True or False as corresponds.

One function of the context is to indicate a specific meaning of a high frequency _____.
a. word
b. idea
c. structure

Embedded in institutional philosophies are the __________ that students placce on a school or
program, and your attention to those impressions is warranted.
a. Implicit expectations
b. Grades
c. Class plans

What is the best description for grade inflation?

a. It is narrative evaluation
b. It is a self assessment
c. It is a check list evaluation

All of the components of a final grade need to be_________ in writing to students at the beginning
of a term of study, with a designation of percentages of weighting figures for each component

a. expressely deleted
b. dubiously written
c. explicitly stated
It is essential for all components of grading to be _____ with an institutional philosophy and/or
regulations.
a. consistent
b. effective
c. logical

Relative grading has the advantage of allowing your own interpretation and of adjusting for
unpredicted ease or difficulty of a(n) _____.
a. test
b. objective
c. skill

If oral participation is listed as one of the objectives of a course and as a factor in a final grade,
the challenge to all teachers is to _____ as clearly and directly as possible.
a. deny the presence
b. quantify that participation
c. magnify it

It is safe to assert that formal tests, quizzes, exercises, homework, essays, reports, presentations -
all of which are usually marked in some way (with a grade, a "check" system [such as ü+, ü, or ü-
] a score, or a credit/no credit notation) - are _____ as primary criteria for determining grades.

a. universally accepted
b. rarely found
c. usually absent

The key to making an absolute grading system work is to be painstakingly clear on competencies
and ____ and on tests, tasks and other assessment techniques that will figure into the formula for
assigning a grade.
a. letters
b. objectives
c. skills

If your grading system includes improvement, behavior, effort, motivation, it is important for you
to recognize their subjectivity but this does not give you an excuse to avoid converting such
factors into _____ results.
a. observable and measurable
b. hidden and measurable
c. observable and undeterminable

What is the best description for grade inflation?

a. It is a narrative evaluation
b. It is selfassessment.
 c. It is a check list evaluation

What do we call to that kind of evaluation that is neither in numbers nor in letters but it is a
description of the student achievment?
a. It is a narrative evaluation
b. It is selfassessment
c. It is a check list evaluation
Relative grading is usually accomplished by ranking students in order or performane ( percentile
ranks) and assigning _________ for grades.
a. Cut-off points
b. Placement standards
c. Rubrics

If you pre-specify standards of performance on a numerical point system, you are using_____.
a. relative marking
b. partial grading
c. absolute grading

Teachers’ good nature and _____ for students predisposes them toward assigning grades that are
usually higher than school standards and expectations.
a. racism
b. professionalism
c. empathy

Some institutions refuse to employ either a letter grade or a numerical system of evaluation and
instead offer _____ of students. This preference for more individualized evaluations is often a
reaction to the overgeneralization of letter and numerical grading.
a. no grades at all
b. narrative evaluations
c. no tests

A much more common method of calculating grades is what might be called _____, in which a
teacher exercises the latitude to determine grade distributions after the performances have been
observed.
a. internal grading
b. a posteriori relative grading
c. pair and mate grading

Being cognizant of an institutional philosophy of grading is an important step toward a _____

evaluation of your students.
a. consistent and fair
b. erratic and unfitting
c. steady and irregular
The following assertion in Brown and Priyanvada (2010): “ One of the arguments for cconsidering
alternatives in assessment is that we may not be able to capture the totalily of
students´competence through formal test; means that_________

a. A test can always be infalible

b. Test sometimes do not measure or evaluate the whole scope of language performance.
c. Today teachers handle other alternatives than tests.

_____, arguably the most essential skill for success in all educational contexts, remains a skill of
paramount importance as we create assessments of general language ability.
a. Reading
b. Speaking
c. Grammar

____ constraints include rules for cohesion (e.g. pronominal reference), information management
(e.g. given/new information), and interactional knowledge (e.g. hedging devices to indicate
disagreement).
a. Discourse
b. Domain
c. Knowledge

A reader's comprehension of extensive texts may be assessed through an evaluation of a process

of note-taking and/or outlining. Because of the difficulty of controlling the conditions and time
frame for both these techniques, they rest firmly in the category of _____.
a. effective assessment
b. informal assessment
c. cloze assessment

Being cognizant of an institutional philosophy of grading is an important step toward a _____

evaluation of your students.
a. consistent and fair
b. erratic and unfitting
c. steady and irregular

For many institutions around the world, the concept of letter grades is _____________.
a. bizarre .
b. unknown
c. foreign

The importance of triangulation tells us that all abilities of a student may not be apparent on
_____ tests and measured performances.
a. diagnostic
b. formative
c. achievement
Most writing specialists agree that the best way to teach writing is a hands-on approach that ____
and then generates a series of self-assessments peer-editing and revision, and teacher response
and conferencing.
a. neglect writing outputs
b. stimulates student output
c. trigger student brainstorming

Topic sentence writing assessment thereof consists of: 1) Specifying the writing of a topic
sentence; 2) Scoring points for its presence or absence; and 3) ______.
a. Including relevant conclusions on the topic
b. Arranging the ideas chronologically
c. Scoring and/or commenting on its effectiveness in stating the topic

It´s important to be certain about the feasibility of assessing just ______ at a time
a. One skill
b. Two skills
c. Various skills