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1、Welcome back!,Reading IV,Types of test,Placement: is designed to sort new students into teaching groups. Relating to students general ability rather than specific points of learning Diagnostic: checks on the students progress in learning particular elements of the course. “how well have the students
2、 learned this particular material?” Achievement: looks back over a longer period of learning than the diagnostic test. Proficiency: aims to assess the students ability to apply in actual situations what he has learnt. “Having learnt this much, what can the student do with it?”,Can you classify the f
3、ollowing tests?CET, TEM, IELTS, tests after each teaching unit. Have you ever taken any achievement exams? On what bases are the tests categorized?,Language learning,Disclose Reveal Systematically Remedial Intend Constant Take into account,Make full use of Repair Breakdowns in communication Rephrase
4、 Arbitrary (not based on any particular plan or done for any particular reason),Discussion,To what degree do you think CET can reflect a students English proficiency? What can be done to improve this test? What is the relationship of CET test and college English teaching? What are the questions rele
5、vant to language testing that you might want to find the answer?,Section B and C,What are the test-taking techniques you have learned from this section? Can you summarize Text II?,Assignment,Read a research article relevant to language testing. You can download one from Google Scholar. Work in group
6、s of three or four. You presentation should answer the following questions: why do you think this is a good paper? Which part of the paper is the most difficult to understand? What do you learn from the paper? Some good Journals: Language Testing, English Language Teaching (ELT), TESOL Quarterly, Applied Linguistics,
