TKT CLIL_unit 16

Assessment of curricular content that can be done at any time. It benefits learners as

they evaluate another’s work using sets of criteria.

• formative

• summative

• self

• peer

• portfolio

Assessment of task-based learning which shows how well learners can demonstrate

specific, often practical skills.

• formative

• summative

• performance

• peer

• portfolio

Assessment carried out at the end of a course, sometimes by external examiners and

which is given a grade.

• formative

• summative

• performance

• peer

• portfolio

Assessment which is continuous and which identifies strengths as well as areas of

curricular content that need improvement. Feedback is given on what has been

learned.

• formative

• summative

• performance

• peer

• portfolio

Assessment which involves selecting and organising samples of work as evidence of

progress over a course of study. It involves teachers and learners.

• formative

• summative

• performance

• peer

• portfolio

Assessment that focuses on the overall performance of a student at the end of a specific period, often resulting in a final grade.

• criterion-referenced

• diagnostic

• norm-referenced

• formative

• summative

Assessment that is designed to provide information about a student's strengths and weaknesses before instruction begins.

• criterion-referenced

• formative

• diagnostic

• summative

• norm-referenced

Assessment that allows students to reflect on their own work and learning progress, often using a set of criteria.

• formative

• self

• portfolio

• peer

• summative

Main focus of assessment: Decide which texts you will read before starting the project

• communicative skills

• study skills

• cultural awareness

• language accuracy

Draw yourself paying attention in class (self-assessment)