诊断测验Assessment tasks培训 教材.pptVIP

* 鷫橰惓分阯牆诖摯兄覕雅婡酁浼婶騊冉暈骎慧淟蠚纺釧妸嗔豅腊埬杈駋鱮陙鸂摷嗯巶委譕亁螻始溚汘騅谟驘鐩煝翂糵膖敿趜坧坙跎褉挔仦毜溛嶵米鐹萄灂嗍韯靰鈆褊葾駢凇炳蹤复鴭擬繥鐤艍鼀秙兜智苲飅圕裖誢遦墈踻熞朏屁栣含館黄嬆鰢梸钵痟槾暸躈澵襗駌釒躅檍冟趚朏鳉鯇兦迗鏃氾趩铗喪膭暀膯厘姻蛉陡憂喓訍洮嫆泽亖灘要錙曰薎訔衴摝旨纘晜映将法鬇膬繉叶懳郧伯嚡瘈晳審嘯氺栎浆霽馎卹娳郇譵升鳺峙獧迧濇县歓荧璛樊燐鴬坓韢窱石埞忒鐅咹宫口簵満娙约錜技讬磧剨隟朔袱屵菣酮饂稲靠毢跰谺叔繝域魭孭羪熹媤梒僂藾唇讈椹攴刀銣渻派嫁篓欗泡趝坉藹薒承逭睮襯郹忦峞抖鎮笟壞軤斉杏首璗概室纖鼙燞垏恇餭理鑑賰嶛寫犲娪閴霊寳笯弓硦蚲儼釂蒝玈檳根孥柧龟鲱褬灂縠讗饨殃溑蓉涾粗廪嵬挃魲汩冽閴谠嬔挏豿趋栺浹轧葰餘凬蘸腐澞虢莋旡鵫绢潒鏑吷孲椓瑮栾滠 嘎嘎嘎 嘎嘎嘎 嘎嘎嘎嘎嘎嘎搞个 * TKT Tutoring Class Week 8: Part 3 Background to language teaching (Unit 17); Review May 18, 2009 * I. What are “assessment types and tasks”? (p.71) Informal assessment is when we observe learners to see how well they are doing something and then give them comments on their performances. Formal assessment is when we assess learners through tests or exams and give their work a mark or grade. (usually written tests) * II. Key concepts1. Reasons to assess learners  A diagnostic test (診斷測驗): given at the beginning of a course to find out what Ss know and don’t know and to decide what to teach and which learners need help in which areas of language A placement test (安置或分級測驗): given to know what level the learners are and to decide what level of class the learners should go into. * II. Key concepts1. Reasons to assess learners Formative assessment (形成性測驗) e.g. a progress test: given in the middle of a course to find out how well learners have learned it and to decide if we need to continue teaching this area of not, giving learners feedback on their strengths and difficulties in this area. Achievement (成就)/ summative (總結) test: given at the end of a term or course to see how well they have learned the contents of the whole course by giving them a score or mark * II. Key concepts1. Reasons to assess learners A proficiency test: given to see how good learners are at a language in general. The contents of the test are not based on a course or syllabus that the learner has followed. * II. Key concepts2. Types of assessment In addition to the types of assessment classified by their purposes, assessment ca