TEACHING AND ASSESSMENT OF THE MACROSKILL

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Across
  1. 3. the kinds of classroom activities that best facilitate learning.
  2. 5. paper and pencil tests
  3. 6. a collection of questions given to students to assess their knowledge of a particular subject or topic.
  4. 12. it is a designed to measure the student's improvement in relation to their syllabus
  5. 13. the teacher ask the students
  6. 20. Concentrate on a particular feature of language
  7. 22. a relatively short stretch of language in order to make a short response.
  8. 23. there is the problem of the candidates having to hold in their heads four or more alternatives while listening to the passage and afte
  9. 24. scores are usually reported in the form of numerial score
  10. 28. Spelling
  11. 29. for the gist, for the main idea, and making inferences.
  12. 30. it is designed to measure a person's capacity or general ability to learn a FL.
  13. 32. it is designed to test the learners level in relation to the general standards.
  14. 33. help learners to listen for meaning
  15. 37. the combination of the theory based approach and the real life approach.
  16. 39. it helps students to acquire language subconsciously
  17. 40. it is a designed to place a student in a particular level or section of a language curriculum or school.
  18. 42. analysis of the target language domain
  19. 43. it ensures the results are similar when administered at different times.
  20. 44. a message oriented and can be viewed as "business-type" talk
  21. 45. two way communicative listening
  22. 46. is a measure of the consistency of test results across different versions of the same test.
  23. 47. the special problems in constructing arise out of the transient nature of the spoken language.
  24. 48. students performs precisely the skill needed to be measured
  25. 49. a self-dialogue communication
  26. 50. allow learners to reflect on and the language from the passage.
Down
  1. 1. instructing students systematically in reading skills, then providing time for guided and independent practice of skills.
  2. 2. perception of the components of a larger stretch of language.
  3. 4. focus on the 'big' picture and general meaning of a listening text.
  4. 7. it is designed to a diagnose a particular aspect of a particular language
  5. 8. used with the goal of measuring language learners ability to take part in acts of communication.
  6. 9. so our students can assess their knowledge and comprehension of a particular topic.
  7. 10. are those skills where meaning is extracted from the spoken or written discourse.
  8. 11. might be specified as a monologue, dialogue, or multi-participant
  9. 14. includes language competence (e.g., vocabulary, syntax)
  10. 15. it is person oriented more than message oriented.
  11. 16. student can see the relevance of a test like this because they can see themselves carrying out similar task in the world.
  12. 17. assesses the degree of agreement between different raters or observers
  13. 18. test are given by an outside body
  14. 19. objective, subjective, combination.
  15. 21. overall conversational fluency
  16. 25. cover the range language units
  17. 26. one way communicative listening
  18. 27. used to refer to the general, overarching notion.
  19. 31. the successful completion of the task, irrespective of how that is achieved.
  20. 34. refers to the consistency of an assessment taken by the student.
  21. 35. refers to the extent to which all items on a test or assessment measure the same construct or concept.
  22. 36. it provides necessary background information and vocabulary items.
  23. 38. focus on listening for details and involve tasks that focus on understanding at a sound or word level.
  24. 41. testing the oral proficiency of learners using different types of techniques/methods such as interviews, oral presentation, etc.