Who Wants To Have (una unidad en..) EVALUATION?
Shohamy, E. (1998) Evaluation of Learning Outcomes in 2nd Language Acquisition: A miltiplism perpective. In: H. Byrnes (Ed) Learning Foreign and 2nd languages (pp 238-261). N.Y: The Modern Language Association of America.
Question 1
The second language to assess in the example provided by Elana
Shohamy was:
A FrenchB EnglishC HebrewD Mandarin
The second language to assess in the example provided by Elana
Shohamy was:
A FrenchB EnglishC HebrewD Mandarin
0.1
Question 2
The population to assess in Shohamy´s example is:
A ChildrenB Young adultsC AdultsD Teachers
The population to assess in Shohamy´s example is:
A ChildrenB Young adultsC AdultsD Teachers
0.2
Question 3
One of the purposes for assess these children is to identify
problematic areas so:
A Children can be placed in the correct level.
B Curriculum can be modified.
C Pedagogical treatments to help can be designed.
D Teachers could make adjustments to their
methodology.
One of the purposes for assess these children is to
identify problematic areas so:
A Children can be placed in the correct level.
B Curriculum can be modified.
C Pedagogical treatments to help can be designed.
D Teachers could make adjustments to their methodology.
0.3
Question 4
The language areas to assess were:
A Writing and speaking.B Speaking and readingC Listening and writing.D Writing and reading.
The language areas to assess were:
A Writing and speaking.
B Speaking and reading
C Listening and writing.
D Writing and reading.
0.5
Question 5
One of the following is not one of the abilities (Language
knowledge) to assess:
A Life abilityB In GrammarC Using learning aids.D Academic.
One of the following is not one of the abilities (Language
knowledge) to assess:
A Life ability
B In Grammar
C Using learning aids.
D Academic.
0.6
Question 6
Four procedures were selected for the assessment, those were a
portfolio, a test, 2 teacher’s observations and:
A An interview.B Student's journals.C Self-assessment.D A profile.
Four procedures were selected for the assessment, those were a
portfolio, a test, 2 teacher’s observations and:
A An interview.
B Student's journals.
C Self-assessment.
D A profile.
0.7
Question 7
Multiple-choice, completion, matching, cloze, open-ended questions,
questionnaires and self-assessment were the ___________ selected:
A Procedures.B Ways of administering.C Purposes.D Items and tasks.
Multiple-choice, completion, matching, cloze, open-ended questions,
questionnaires and self-assessment were the ___________ selected:
A Procedures.
B Ways of administering.
C Purposes.
D Items and tasks.
0.8
Question 8
The results were reported, mostly, in:
A ... An assessment conference.
B … individual profiles.
C … multimedia files.
D ...none of the above.
The results were reported, mostly, in:
A ... An assessment conference.
B … individual profiles.
C … multimedia files.
D ...none of the above.
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Question 9
The assessment conference was a way to:
A … contextualize information.B ….C ….D … assess assessment procedures.
The assessment conference was a way to:
A … contextualize information.B ….C ….D … assess assessment procedures.
.
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Question 10
During the assessment of assessment procedures ..…was used to analyze the
corelation among the procedures:
A … Psychometric properties.
B ……..
C … ____.
D … _____.
During the assessment of assessment procedures ..…was used to analyze the corelation
among the procedures:
A … Psychometric properties.
B ……..
C … ____.
D … _____.
0,11
Bonus Question
Although the main purpose of assessment is to focus on language knowledge,
assessment did not learner´s attitudes toward:
A … Language learning in general.
B … The language program and the text book.
C … The strategy used in language learning.
D … Learner´s attitudes toward the language program.
Although the main purpose of assessment is to focus on language
knowledge, assessment did not learner´s attitudes toward:
A … Language learning in general and learner´s attitudes.
B … The language program and the text book.
C … The strategy used in language learning.
D … Learner´s attitudes toward the language program.
Assessment Model Based on the
Multiplism Principle: The components of
Evaluation
AREAS OF LANGUAGE KNOWLEDGE REQUIREDBasic ability
Academic ability“Life” ability
Ability to use learning aids
ASSESSMENT PROCEDURES
ASSESSMENT CONFERENCE
Test Self – assessment
Teacher assessmentPortfolio
ProfilesConclusions
RecommendationsPedagogical Strategies
COMMENTS
THANK YOU
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