LING343– Chapters 1 & 2&3

1. Assessment and testing are often confused. Which statement best captures the difference described by Brown & Abeywickrama (2019)?

•  A. Assessment is a single event, while testing is an ongoing process.
  

•  B. Assessment is broader and continuous, while testing is a subset of assessment that occurs at specific times.

• C. Testing and assessment mean the same in education.
  

•  D. Testing is broader than assessment because it includes grading.
  

2. In the book, measurement is described as the process of:

•  A. Interpreting test results for decision-making.
  

•  B. Designing new test items for a classroom exam.
  

•  C. Giving written or oral feedback without using numbers.
  

•  D. Assigning numbers, scores, or rankings to learner performance according to set rules.

3. Evaluation differs from measurement because it involves:

•  A. Recording students’ scores without explanation.

•  B. Creating new test items to measure performance.
  

• C. Judging the value or consequences of the measured results for decisions.

•  D. Checking if learners understood classroom instructions.

4. Which of the following is an example of informal assessment according to the text?

• A. A teacher observing group discussion and giving immediate oral feedback.

•  B. An end-of-term final exam.

  
  

• C. A standardized placement test such as TOEFL.
  

•  D. A timed grammar quiz.
  

5. When a teacher gives feedback on students’ drafts to improve their writing before submission, this represents:

•  A. Summative assessment.
  

• B. Formative assessment.

•  C. Aptitude testing.

• D. Placement testing.
  

6. Summative assessment is best illustrated by:

• A. A teacher’s oral correction during speaking activities.
  

•  B. A diagnostic test of pronunciation.

• C. Peer assessment during group work.
  

• D. A final exam that summarizes what a student has learned at the end of a course.

7. A norm-referenced test (like TOEFL or SAT) is designed to:

•  A. Compare each learner’s results with course objectives.
  

• B. Compare each learner’s performance with the performance of others in the group.

• C. Diagnose learners’ weak areas in pronunciation or grammar.

• D. Provide only qualitative feedback.
  

8. A criterion-referenced test is mainly intended to:

•  A. Compare scores to a large population.

•  B. Identify motivation and learning strategies.

• C. Place students into ranked groups based on percentiles.
  

• D. Measure how well a student meets defined course or lesson objectives.

9. An achievement test is normally used in classrooms to:

•  A. Assess learners’ potential ability to learn a new language.

•  B. Place students into different levels before a course begins.

• C. Evaluate how well learners have mastered specific content from a lesson or unit.

•  D. Measure global language proficiency.
  

10. A diagnostic test provides teachers with:

•  A. Information about learners’ general language proficiency.

• B. A final grade for the course.
  

•  C. Scores for ranking students against each other.
  

•  D. Detailed strengths and weaknesses to target for future learning.