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    Lang and Lit Assessment Exam

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    Yusef John Nebrida
    The document discusses various topics related to assessing language skills: 1. It is not appropriate for students to self-grade or ask teachers to raise grades, but teachers should assign grades based on test performance. Alternative grading like comments can provide feedback without limiting student effort. 2. Writing can be assessed through ordering tasks, grammar transformations, summarizing texts in 100-150 words. 3. Speaking can be assessed through imitative, intensive, responsive, and extensive speaking activities like role plays, interviews, speeches. 4. Listening and reading cannot be directly observed but can be inferred through comprehension tests. 5. Dictation tests indirectly assess writing, listening, speaking and grammar abilities.

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    Lang and Lit Assessment Exam

    Uploaded by

    Yusef John Nebrida
    21 views3 pages
    The document discusses various topics related to assessing language skills: 1. It is not appropriate for students to self-grade or ask teachers to raise grades, but teachers should assign grades based on test performance. Alternative grading like comments can provide feedback without limiting student effort. 2. Writing can be assessed through ordering tasks, grammar transformations, summarizing texts in 100-150 words. 3. Speaking can be assessed through imitative, intensive, responsive, and extensive speaking activities like role plays, interviews, speeches. 4. Listening and reading cannot be directly observed but can be inferred through comprehension tests. 5. Dictation tests indirectly assess writing, listening, speaking and grammar abilities.

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    The document discusses various topics related to assessing language skills: 1. It is not appropriate for students to self-grade or ask teachers to raise grades, but teachers should assign grades based on test performance. Alternative grading like comments can provide feedback without limiting student effort. 2. Writing can be assessed through ordering tasks, grammar transformations, summarizing texts in 100-150 words. 3. Speaking can be assessed through imitative, intensive, responsive, and extensive speaking activities like role plays, interviews, speeches. 4. Listening and reading cannot be directly observed but can be inferred through comprehension tests. 5. Dictation tests indirectly assess writing, listening, speaking and grammar abilities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views3 pages

    Lang and Lit Assessment Exam

    Uploaded by

    Yusef John Nebrida
    The document discusses various topics related to assessing language skills: 1. It is not appropriate for students to self-grade or ask teachers to raise grades, but teachers should assign grades based on test performance. Alternative grading like comments can provide feedback without limiting student effort. 2. Writing can be assessed through ordering tasks, grammar transformations, summarizing texts in 100-150 words. 3. Speaking can be assessed through imitative, intensive, responsive, and extensive speaking activities like role plays, interviews, speeches. 4. Listening and reading cannot be directly observed but can be inferred through comprehension tests. 5. Dictation tests indirectly assess writing, listening, speaking and grammar abilities.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 3

    4.

    (Grading and student evaluation)


    a. No. It is not appropriate for students to assign a grade to themselves because it
    will be subjective and personal biases may affect their way of grading.
    b. No. It is not appropriate to ask the teacher to raise a grade. However, it is
    feasible that he may give/provide remediation extra class works for the student to
    pass the course.
    c. Yes, it is appropriate for the teacher to assign these grades as long as it reflects
    on their test papers that these are actually what they merited on the test.
    Moreover, it is salient that the teacher follows the rating scale that the institution
    uses/provided
    d. These alternatives for letter grading are more apt because it renders sufficient
    information of the student’s achievement/performance. They do not
    limit/invalidate the effort and labor of the students to the test to a transcribed
    particular symbol. However, the teacher’s feedback/comment/remark allows the
    student to feel satisfaction and worth in deem to the administered test. They
    would also make the student to become extrinsically motivated.

    Further, these alternatives are feasible as long as the teacher put extra efforts
    and allot his/her time wisely and conveniently for the students.

    6. (Assessing Writing)
    Intensive (Controlled) Writing: Ordering Tasks

    Put the words below into the correct order to make a sentence:
    1. car/corner/the/turned/the
    2. on/stood/tiptoes/Jacob/his
    3. I/gifts/and/opened/all/Jenny/the
    4. a/movie/I/went/and/my/to/parents
    5. the/rinsed/dishes/I/and/dried

    Intensive (Controlled) Writing: Grammatical Transformation Tasks

    Change from active to passive voice


    1. People drink champagne on New Year’s Eve.
    2. Chefs use these machined to mix the ingredients.
    3. They renovated the restaurant in 2004.
    4. The teachers informed the students that the class has been cancelled.
    5. The students perform an interpretative dance on Teachers’ Day.
    6. (Assessing Reading)
    Extensive Reading: Summarizing and Responding

    Write a summary of the text. Your summary should be about one paragraph in
    length (100-150 words) and should include your understanding of the main idea and
    supporting ideas.

    Criteria:
    1. Express accurately the main idea and supporting ideas.
    2. Is written in the student’s own words; occasional vocabulary from the original
    text is acceptable.
    3. Is logically organized.
    4. Displays facility in the use of language to clearly express ideas in the text.

    Though easy to administer, this type of test is not practical because it does not
    provide a strong and holistic evaluation and mostly focuses on the writing skill of the
    test-taker. Further, it has also no validity—particularly content and face validity, because
    it does not actually measure the reading skill—relative to the criteria provided, but more
    on the writing ability of the test-taker. The test is supposed to measure the reading
    ability of the test-taker.

    2. (Assessing Speaking)
    Imitative:
    Choral drill is essentially the all-class, repeat-after-me exercise in which
    you say something and students repeat it.
    Memorizing material—memorization of sentences or short dialogues that
    contain a large percentage of high-frequency phrases and sentences like How are
    you?, What is that?, My name is…and so forth.
    Intensive:
    Reading aloud which underscores correct enunciation
    Responsive:
    Question and Answer
    For example,
    What is this called in English?
    (to elicit a predetermined correct response)
    Interactive:
    Role Plays are a form of pair practice that allows students the freedom to
    play, improve, and create.
    Interviews
    Surveys
    Debates
    Press conferences
    Extensive:
    Presenting a report, a paper, a marketing plan, a sales idea, a design of a
    new product, or a method.
    Story-telling
    Speech

    3.
    9. Produce speech in natural constituents: in appropriate phrases, pause groups,
    breath groups, and sentence constituents.
    11. Use cohesive devices in spoken discourse
    These two skills can be assessed through oral/speech presentation—
    either impromptu or not.

    1. (Assessing Listening)

    Yes, I agree because it all happens inside the brain.


    Yes, I agree because everything happens inside the brains of the reader and
    listener and we cannot see that. However, in speaking it is feasible to observe a product
    when it is video/sound recorded.
    One can infer the competence of a test-taker to speak, listen, and read through
    comprehension tests/tasks.

    8.

    It is a valid claim because students access their abilities in writing, including


    punctuation and capitalization, understanding oral production and grammar when they
    write the model sentences. Further, in a dictation, the students have to reconstruct what
    they hear according to their internalized abilities in all skill areas. However, it is still an
    indirect test.

    9.
    I agree with this notion because if we cut into the aspects of a test, we will see
    that it is merely an amalgamation and sublimation and integration of all the aspects of
    previously done/administered tests. Hence, no test is completely authentic.

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