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WorksheetsPEDLE II
Total questions: 21
Worksheet time: 15mins
The primary focus of assessment compared to evaluation is:
Learning progress vs. program effectiveness
Summative vs. formative.
Quantitative outcomes vs. qualitative processes.
Learner-centered vs. stakeholder-focused.
A common challenge in designing effective assessments is:
Ensuring validity and reliability.
Providing timely feedback.
Aligning to objectives.
All of the above.
When conducting program evaluations, an important consideration is:
Defining appropriate evaluation criteria
Minimizing potential evaluation biases
Analyzing data patterns and trends
Communicating findings to stakeholders
Formative assessment data is primarily used to:
Determine final grades or certification
Inform ongoing teaching and learning
Evaluate the merit of an entire program
Demonstrate compliance with standards
How can teachers create a supportive and inclusive classroom environment for all students?
Favoring certain students over others
Ignoring students' individual needs and differences
Implementing strict rules and discipline
Promoting open communication, respecting diversity, and implementing inclusive teaching strategies
Relevance assessment involves:
Looking at differences and trade-offs between different priorities or needs.
How good is my teaching methodology.
The best way to find out my best way to build better evaluations.
Analysing any changes in the context to assess the extent to which the intervention can be (or has been) adapted to remain relevant.
The extent to which the intervention achieved, or is expected to achieve, its objectives, and its results, including any differential results across groups is the CORE called :
Impact
Sustainability
Effectiveness
Coherence
The extent to which the intervention has generated or is expected to generate significant positive or negative, intended or unintended, higher-level effects.
Impact
Relevance
Sustainability
Efficiency
The compatibility of the intervention with other interventions in the sector or institution.
Sustainability
Coherence
Effectiveness
Impact
Evaluation EFFICIENCY is:
The extent to which the net benefits of the intervention continue, or are likely to continue.
The extent to which the intervention delivers, or is likely to deliver, results in an economic and timely way.
The compatibility of the intervention with other interventions in the sector or institution.
The extent to which the intervention has generated or is expected to generate significant positive or negative, intended or unintended, higher-level effects.
What qualification is commonly considered in ELT hiring?
Certification in a foreign language
A degree in any subject
TEFL/TESOL certification
A degree in mathematics
Which of the following is not a recommended criterion for hiring in an inclusive ELT environment?
Teaching experience
Cultural sensitivity
Nationality
Professional qualifications
The TOEFL iBT test measures:
evaluates test taker’s English listening, reading, writing, and speaking skills and is officially designated for permanent residence applications
The ability to combine listening, reading, speaking and writing skills where it matters most — in the classroom.
Designed to help you achieve your ambition of working, studying or moving to a country where English is spoken.
This basic-level qualification is a great exam to take if you're new to learning English.
How many skills does the IELTS evaluate?
4
3
1
5
A type of assessment which does not involve a final examination. Some or all of the work that learners do during a course is marked by the teacher on a regular basis and these marks go into the calculation of the final grade given to learners.
Formal assessment
Summative assessment
Continuous assessment
Objective assessment
When learners give their opinions on each other’s language or work.
Self-assessment
Peer assessment
Formal assessment
Continuous assessment
When a teacher uses formal and informal assessment and information on learners’ progress during a course to give learners feedback on their learning or to change their teaching.
Subjective assessment
Peer assessment
Formative assessment
Objective assessment
When a teacher decides whether a learner is doing well or not, or whether a course is successful or not, by evaluating learners by thinking about their strengths and weaknesses and thinking about their progress rather than setting a test or writing an official report.
informal assessment
objective assessment
peer assessment
summative assessment
When the opinion or judgement of the person marking a test is not needed to assess learners. The questions in the test/assessment have one correct answer.
Subjective assessment
portfolio assessment
continuous assessment
objective assessment
The teacher is sometimes an assessor. For example, when the teacher
asks concept questions after teaching language
does a choral drill after teaching language
clarifies meaning after teaching language
The teacher is sometimes a diagnostician. For example, when the teacher gives learners a
handout to provide a written record of the lesson
learner contract to agree on their different roles
questionnaire to find out what language they know
