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administrate a test to form groups of learners. In order to establish the groups levels: Beginner, intermediate,
Advanced Achievement Test: it is intended to measure the takers level of proficiency without reference to any
particular course. Ex: Final exam. Proficiency Test- it is not based on a bibliography, the participant is not conditioned
by rules. Ex: Cambridge Proficiency Test
Feedback includes not only correcting students, but also offering them an assessment of how well they have done,
whether during a drill or after a longer language production exercise. Feedback has the role to improve the students
skills. Feedback is dedicated to assessment and error correction, these being the two principles of feedback. The way
we assess and correct students will depend not only upon the kind of mistakes being made but also on the type of
activity the students are taking part in. Assessment of performance can be explicit when we make a remark and
implicit when dont make any comment or correction. Feedback includes three criteria: Comments, Mark and Grades
and Reports. Comments reflect the way in which we categorize students, we may say good this is a positive
assessment or wrong this is a negative assessment. Marks and grades are always expected with impatience, by the
students who are keen to know what grade they have achieved on their work. Reports are written on students
performance at the end of a term or year. They can be for the student, the school or the parents of that student
Feedback is the major responsibility of a teacher, it can take a number of forms: correcting, having discussions about
group performance, setting regular tests, giving praise and encouragement. Positive points of the feedback include :
successful communication, accurate use of grammar, good pronunciation, good use of fluency strategies use of new
vocabulary, handwriting, spelling and punctuation. Error correction as a principle of feedback has to be made
sensitively, efficiently and effectively. The essential key in error correction is to teach students to correct themselves
rather than be corrected.
Testing and evaluation. Teachers understand a great deal about the knowledge of the learners without the need to
resort to formal test, because they observe students class activities. This context is directly relevant to the assessment
of the learners. It has been accepted that the more tasks or items a test contains, the more reliable and valid it is likely
to be. The formal test needs to be as long as possible in order to collect pieces of evidence about a learner in a short
period of time. Principles: - Reliability: is the expected consistency or reproducibility of test scores. This means that
if some students are tested and some results are obtained the next time when the same students are tested the results
must be the same. It includes four assumptions: 1. Stability: students performance must follow the same line if they
are tested again over a short period of time. 2. Discrimination: tests make a distinction between the higher ability and
lower ability of test takers. 3. Test-length: the more items or tasks are included in the test, the higher the accuracy
coefficient will be. 4. Homogeneity: the items are related or correlated to each other, contributing to the final results,
and this focuses on the ability of the test taker. - Validity: gives sense to the score, and makes the interpretations to be
appropriates.
Activities: Type of activity: Teaching Grammar communicatively Level of proficiency: Intermediate Topic: Future
Simple Tense Timing: 10 minutes. Students grouping: Group work ( 4 members) Instructions: Students are provided
with a short literal text containing The Future Simple Tense, then they are asked to identify the verbal form and the
time reference. It is a new verbal form but with the help of the teacher they will detect it. Then they will imitate the
structure writing an example with Future Simple Tense. Type of activity: Listening Level of Proficiency: Advanced
Topic: Environmental Issues Timing: 15 minutes Students Grouping: Individual Instructions: Students will listen to a
tape which will be about the major environmental issues discussed in European Parliament. Then they will be given
some assertions concerning the problem of environment with multiple choice. After listening the tape they will have
to chose the right answer, from the several ones. Type of activity: Speaking Level of proficiency: Intermediate Topic:
Technology Timing: 20 minutes Students Grouping: Group work (2 students) Instructions: Students will be given a
set of 5 pictures involving technology, and then they will be put to discuss the major advantages and disadvantages
technology brings. One student will give pro arguments, the other contra-arguments. Type of activity: Reading Level
of proficiency: Intermediate Topic: Sports Timing: 20 minutes Students Grouping: Individual Instructions: Students
will be given some pieces of an article about Sports with the paragraphs randomly selected and they will have to put
the pieces of article in the right order. Type of activity: Writing Level of Proficiency: Intermediate Topic: Informal
letter Timing: 30 minutes Students grouping: individually Instructions: Students will have to write an informal letter
to a pen friend, respecting the structure of this kind of writing. In the letter they will also have to describe a member
of their family using some given words.