102.      “Understand most specific information in unsupported extended talk on a wide range of general and curricular topics” is a learning objective for which Strand?

103.      “Deduce meaning from context in extended texts on a range of familiar general and curricular topics” is a learning objective for which Strand?

104.      “Spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics” is a learning objective for which Strand?

105.      “Use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics”is a learning objective for which Strand?

106.      “Use formal and informal registers in their talk on a growing range of general and curricular topics” is a learning objective for which Strand?

107.      “A process in which participants examine their own educational practice systematically and carefully, using the techniques of research”

108.      There are 4 types of Action Research, according to E.Ferrance (2000). Choose the correct answer.

109. The focus of and individual teacher research, according to E.Ferrance (2000) is _____?

1.      “____________is credited with coining the term ‘action research’ to describe work that did not separate the investigation from the action needed to solve the problem” (McFarland &Stansell, 1993)

1.      The first step of Action Research is __________

1.      The second step of Action Research is __________

Which statement is correct?

1.      Your Action research question should ________________

Select one item which is NOT a data collection instrument for a classroom Action research.

1.      School education in Kazakhstan includes __________, lower secondary, upper secondary education.

1.      Primary education in Kazakhstan includes _______

Lower secondary education in Kazakhstan includes ____________

1.      Upper secondary education in Kazakhstan includes ____________

School education is free of charge and compulsory in Kazakhstan.

1.      Pre-primary education provides education and care to children _________

1.      Pre-primary education is provided by ____________

1.      Primary education in Kazakhstan starts at the age of _________ and lasts for __________ years.

1.      This type of assessment will allow teachers to determine the level of the learning objectives’ achievement planned for the term.

1.      This type of assessment will allow teachers to determine the level of the learning objectives’ achievement planned for the unit.

1.      Possible levels of the learners’ academic achievement

1.       “Descriptive statements that provide learners and instructors with information about the qualities, characteristics, and aspects of a given learning task”.  

“Information given to the learner or teacher about the learner's performance relative to learning goals or outcomes”

1.      “Information a teacher or another speaker, including another learner, gives to learners on how well they are doing, either to help the learner improve specific points, or to help plan their learning”.

1.      “____________ can be immediate, during an activity, or delayed, at the end of an activity or part of a learning programme and can take various forms”.

1.      Students assessing each other's work according to a set of criteria and offering feedback suggestions

1.      …involves students applying success criteria related to a learning goal, reflecting on their efforts, identifying improvements and adjusting the ‘quality’ of their work.

1.      …involves students reflecting on the work of their peers, against success criteria related to a learning goal, and providing constructive feedback.

1.      “Ask students to highlight the sentence/section of their work that they are most pleased with”. Which strategy is applied here?

1.      “Ask students to write one question they would like you to answer in your feedback”. Which strategy is applied here?

1.      “Ask students to identify an area where they are uncertain or where they think they need help to improve”. Which strategy is applied here?

1.      “Use 3, 2,1 at the end of a lesson: 3 things I’ve learnt; 2 questions I’ve got; 1 insight I’ve had”. Which strategy is applied here?

1.      _______can bridge the gap between current and desired student outcomes.

1.      Tailoring instruction to meet individual needs

1.      Teachers can differentiate ________________________. Select the extra one.

1.      Teaching, learning and assessment are inseparable.

1.      The goal of ______________________ is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

1.      Which is formative assessment in the given list?

1.      Which is summative assessment in the given list?

Formative assessment is _________________.

1.      ______________ helps students identify their strengths and weaknesses and target areas that need work.

1.      The goal of __________________ is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

1.      The duration of summative assessment for the term (not including speaking) is _________.

1.      The duration of summative assessment for the unit is _________.

1.      During summative assessment for the term _____________task is conducted separately.

1.      “________________________ checks the achievement of learning objectives for the term planned in the Subject Programme”.

1.      ______________________requires learners to read the text and answer the questions in one or two words.

Learners listen to a conversation and answer the questions by choosing the correct answer.

1.      “Learners draw a sign on a map to mark their treasure. They write instructions for how to find the treasure in positive and negative imperative forms”. Which task type is it?

1.      “Learners answer 5 questions using supporting picture”.Which task type is it?

1.      “Learners read the text and answer the questions in one or two words”. Which task type is it?

1.      Learners listen to the story twice. They should put the pictures in a correct order using numbers”. Which task type is it?

1.      “Learners read the text and mark the statements “True” and “False”.Which task type is it?

1.      In “Rubrics for providing information to parents on the results of Summative Assessment” there are ___________ levels of learning achievement.

1.      In “Rubrics for providing information to parents on the results of Summative Assessment” the levels of learning achievement are divided into ________________

1.      “Rubrics for providing information to parents on the results of Summative Assessment” contain ______________ and levels of learning achievement.

1.      ________________ describe what learners are allowed and not allowed to do during summative assessments.

1.      A teacher must always tell the learners that they have 5 minutes left before the end of the Summative Assessment.

1.      A teacher must NOT tell the learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.

1.      During the Summative Assessment learners should have any access to additional recourses that can help them, for example, dictionary (excluding the cases when it is allowed in specification).

1.      “During the Assessment teachers must cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners”.

1.      At the beginning of the Assessment a teacher should read out the instructions and inform the learners about __________________________.

1.      In summative assessments, all teachers should use the same version of______________________

1.      During the _________________it is necessary to check learner’s sample papers with the marks awarded to ensure there are no deviations from the standardised mark scheme.

1.      Reveals the level of knowledge and skills acquired during the term.

1.      “A person's capacity to read, comprehend, interpret and decode written language and texts”.

1.      “The ability to understand what you read” is ______________________.

1.      The ability to understand written text

___________________include all the knowledge and abilities related to expressing ideas through the written word.

1.      The ability to focus completely on a speaker, understand their message, comprehend the information.

1.      The skills that give us the ability to communicate effectively. These skills allow the speaker to convey his message in a passionate, thoughtful, and convincing manner.

1.      The first activity of the lesson is called_____________.

1.      Breaking up the learning into chunks and providing a tool, or structure, with each chunk.

1.      The range of abilities that an individual can perform with assistance but cannot yet perform independently.

1.      "The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers."

1.      “The zone of proximal development” is the concept created and developed by ___________________________.

1.       _________ is used by the teacher to qualitatively evaluate pupil understanding, learning needs and their curriculum journey during a lesson or unit.

1.      This type of assessment is not used for grading.

1.      When less able learners work in a group with more confident learners, this is an example of ___________?

1.      Ask and answer complex questions to get information on a favourite film genre” is an example of _________________?

1.      “Ask complex questions to get information on a range of general and curricular topics” is an example of _________________?

1.      “A highly specified form of classroom action researchfocusing on the development of teacher practice knowledge”

1.      This pedagogical approach has been in use in Japan since the 1870s. It pre-dates action research as we know it in the West, by some 70 years.

1.      He introduced Lesson Study (LS) to the UK. He conducted his first Lesson Study in 2001 and later ran the national Lesson Study pilot from 2003-5.

1.      It helps teachers to see pupil learning occurring in much sharper detail than is usually possible (Dudley, 2014).

1.      It helps teachers to see the gaps between what they had assumed was happening when pupils learned and what it is actually happening (Dudley, 2014).

_____________ say that ‘a lesson is like a swiftly flowing river’ (Lewis, 1999).

he process of joint planning, joint observation and joint analysis of the “research lesson” is the core of ______________.

“______________________ has a significant impact on pupil learning as a result of teacher learning” (Dudley, 2014)

1.      ___________________consists of a cycle of at least three ‘research lessons’ that are jointly planned, taught/observed and analyzed by a group of teachers.

Choose the correct First Lesson Study cycle.

1.      The Lesson Study process starts with ______________

1.      The Lesson Study process ends with ______________

1.      A Lesson Study cycle should consist of at least __________ “research lessons”.

1.      In Lesson Study, the interview should be short (no more than 5 minutes) and can be done with all the “case” pupils in a group or individually.