Tutorial Week 2

Group 3:-
Faiq
Andy
Ana
Sharvin Devi
 Placement tests
a test that places the students at an
appropriate level in a programme or a course
to decide which group or class the learner
could be joined to
this type of test is meant for showing the
teacher the students level of the language
ability.
function- if will assist to put the student
exactly in that group that responds his/her
true abilities.
 Achievement tests
which measures what has been learnt during a
specific course, study or program
the main point tested.
given at definite times of the school year
(summative test)
function:-
to check the acquisition of the material covered
by the learners during the study year
great helpers for the teachers future work and
will contribute a lot to the students progress.
 Proficiency tests
measures how much of a language a
person knows or has learnt
it involves all language material starting
from grammar finishing with and all four
skills are being practised during the
preparation course
Ex: MUET, APTIS
Function:- to reveal whether the learners
language abilities have reached a certain
standard set
 Diagnostic tests
to display what the student knows and
what s/he does not know
displays the teacher a situation of the
students current knowledge before
starting a particular course
Function :-
receive a significant information about
his/her group s/he is going to work with and
later use the information as a basis for the
forming syllabus.
 Language Aptitude Test

measure a learner aptitude for language

learning, be it second or foreign, ex :-
students performance
Usually consist of several different tasks
as learning numbers, listening, detecting
spelling clues and grammatical clues.
Function- identify those learners who are
most likely to succeed
 Characteristics of Assessment for Learning (AFL) and Assessment of
Learning (AOL)

Assessment for Learning (AFL) Assessment of Learning (AOL)

Formative Summative

Support and advance students in Grade and certify students'

their learning achievement

Emphasis on feedback to the Measure what the students have

students on their learning, either grasped. Typically after the end
before, during or after of a course
assessment
Emphasis on students also Emphasis on how well the
learning from other students students have accomplished
objectives, but not necessary
point the
Brown, H. (2004). Language assessment way
(1st to New
ed.). future progress
York:
Pearson/Longman.
ONeill, G. (2012). UCD Assessment ReDesign Project: The Balance
Between Assessment FOR and OF Learning (1st ed., p. 3). Dublin:
University College Dublin. Retrieved from
 http://www.teachers-corner.co.uk/four-
types-of-tests/

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