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ASSESSMENT (TYPES (DIAGNOSTIC (WHY (KNOWN, UNKOWN), TIME (COURSE…
ASSESSMENT
TYPES
DIAGNOSTIC
TIME
COURSE BEGINNING
WHY
KNOWN
UNKOWN
PLACEMENT
TIME
ENTER SCHOOL
WHY
CLASS LEVEL
FORMATIVE / PROGRESS
TIME
PART CAUSE END
WHY
CONTINUE OR NOT
FEEDBCK
ACHIEVEMENT
TIME
END OF TERM/COURSE
WHY
ACHIVEMENT
SCORE/ MARK
PROFICIENCY
LANGUAGE SKILLS
NO COURSE/ SYLLABUS BASED
SELF-/ PEER ASSESSMENT
UNDERSTAND THEMSLEVE
MORE AUTONOMOUS
IMPLICATION
AFFECT
HOW
WHAT
MOTIVATION
LEARNERS'
DOs & DON'Ts
DON'Ts
SINGLE TYPE
EASILY MARK
DOs
RFLECT
WHAT
TAUGHT
LEARNED
LEVEL
FEEDBACK
WHAT
STRENGTH & WEAKNESS
HOW
IMPROVE
INFORMALASSESSMENT
DEPENDS
CALSS SIZE
LEARNERS' AGE
PURPOSE
KNOWLEDGE
SKILLS
FORMAL FREQUNCY
CATEGORIES
RECEPTIVE
NOTE-TAKING
COMPREHENSION
LANGUAGE KNOWLEDGE
TASKS
GAME
QUIZZES
ACTIVITIES
NOTE-TAKING
REQUENT ERROS
FEEDBACK
INDIVIDUAL
REVISION LESSON
WHOLE CLASS
MOTIVATION
KEEP
LARGE CLASS
FEEDBACK
WHAT
GRAMMAR
VOCAULARY
SKILLS
MOTIVATION
PROGRESS
HOW
IMPORTANCE
AS TEACHING PLAN
KNOWN TO LEARNERS
ASSESSING
HOW
WHEN
ASSESSMENT TASKS
OBJECTIVE TESTS
ACCURACY
GAP-FILLING
CORRECTING
T/F
MULTIPLE-CHOICE
OUTSIDE CLASSRO
GAP-FILLING
MULTIPAL CHOICES
ORDERING
ONE-THING TESTED
T/F
MULTIPLE-CHOICE
CORRECTING
SUBJECTIVE TEST
INTEGRATED
INTERVIEWS
CONVERATION
ROLE-PLAYS
WRITING
PORFOLIO
CAINTAIN
STUDENT'S WORKS
LEARNERS' COMMENTS
FORMALITY
INFORMAL
FOAMAL
WHAT
COLLECTING INFORMATION
JUDGE
FORMALITY
TYPES
INFORMAL
CONTIAN
FEEDBACK
NOTE-TAKING
OBERSERVE
PURPSE
ATTITUDE & EFFORT
COMPREHENSION TASKS
PARTICULAR
YONG LEARNERS
FORMAL
MARK/GRADE
TEST/ EXAME
DIFFERENCE
MARKING
FORMAL
GRADE
INFORMAL
RECORD
NO GRADE
PURPOSE
FORMAL
PROFICIENCY
ACHIVEMENT
PROGRESS
CONTINUE OR NOT
INFORMAL
TEACHER
FEEDBACK
TEACHING SUCCESSFUL
PROCESURES
IMPROVEMENTS
MATIERAL
ACTIVITIES
LEARNERS
FEABACK
CAN DO
NEED TO WORK
TASKS
FORMAL
TEST
EXAME
INFORMAL
ACTIVITIES
HOMEOWRK