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DETAIL OF FORMAL, INFORMAL AND SELF-ASSESSMENT TECHNIQUES, Classroom…

- - - - collecting information in normal classroom conditions
- - - - two band scales
        
        Holistic: describes ability
        
        Analitic: describes language performance
- - - - is used to monitor progress
- - - - discrete point techniques as:
        
        Transformation
        
        Completion
        
        Combination
        
        Addition
        
        Rearrangement
        
        Correct/incorrect
        
        Matching elements
        
        Dual choice
        
        Multiple choice
- - - - the integrative techniques
        
        such as:
        
        improved multiple choice
        
        multiple matching
        
        dictation
        
        information transfer
        
        cloze procedure
- - - - measure as right or wrong
        
        where people is competing.
- - - - requires the human element
        
        to assess
        
        real life language use.
- - - - Practicality
        
        that shoul be eassy to:
        
        desing
        
        administer
        
        mark
        
        interpret
      - Reliability
        
        that refers to
        
        the consistency of an measurement
        
        two commontypes are
        
        internal consistency
        
        inter-rater
- - - - West suggest a "Communicative Checklist"
        
        that serve to
        
        indicate how communicative test is.
- - - - that:
        
        what constitutes
        speaking ability
        
        what constitutes
        task difficulty
        
        between others
- - - - suggest the
        
        "Weir'sthree-part framework"
        
        such as:
        
        operations
        
        conditions
        
        quality
- - - - uses the same framework
        
        he sumarises output tables
        
        test formats
        
        multi-trait analytic marking
        
        global mark
- - - - the
        
        learners need suach as:
        
        authenticity texts
        
        operations
        
        quality of output
- - - - the same framework for listening
        
        and suggest:
        
        short answers
        
        completing charts
        
        labelling diagrams
        
        dictations
- - - - and affect a test writer
        
        as:
        
        definitions of language
        
        the choice of test
        
        the design
        
        between others