Across
- 3. short stretch of language in order to make a short response.
- 5. listening to a lot of comprehensible and enjoyable content
- 6. concerned with the knowledge of achieving coherence and cohesion in a spoken or written text
- 10. Test are given by an outside body
- 12. the test should consider constraints like limitations, time constraints, case of Administration, scoring, etc.
- 14. one-way communication where the receiver doesn’t provide feedback or asl questions and may or may not understand the sender’s
- 16. Negotiation, clarification, attending signals, turn taking maintenance termination
- 19. the extent to which inference made from assessment results are appropriate Meaningful and useful in terms of the purpose of assessment
- 21. involves the knowledge of how to use verbal and nonverbal communication Strategies to handle breakdown in communication
- 23. Analysis of the target language of domain, which is then followed by the development of the task simulating real life activities of language use
- 26. paying attention to specific
- 27. It is designed to place a student in a particular level or section of a language curriculum or school
- 28. uses background knowledge and contextualize words to aid comprehension
- 30. Ability to understand
- 32. LANGUAGE. Idioms, slang, reduced form, shared cultural knowledge
- 37. The combination of the theory based approach and the real life approach
- 39. Describe the relationship between the test and the real world. Assessment should be reflective or real life situations.
- 40. The ability to comprehend and interpret spoken language in order to facilitate Effective communication.
- 42. Perceiving, examining, interpreting, and also constructing meaning from visual images.
- 44. formal testing procedure to evaluate students progress
- 45. Are used with the goal of measuring language learners ability to take parts in acts of communication
- 48. Repetitions, Rephrasing, Elaborations and Insertions
- 49. A structured system of communication that consist of grammar and vocabulary.
- 50. . they are designed to give student feedback in the form of grades, on specific course or lesson objective.
Down
- 1. refers to the knowledge of the sociocultural rules of use in a particular context
- 2. they can be adapted to any age and level.
- 4. Includes language competences and strategic competences
- 7. It is designed to test the learner’s level in relation to the general standards
- 8. Refers to the knowledge of the language code. It include knowledge of vocabulary, rules of pronunciation and spelling, word formation and sentence structure
- 9. refers to the skills that we need to understand the input
- 11. It is designed to measure the student’s improvement in relation to their syllabus
- 13. It measures the subskill which underlies the skill
- 15. uses sounds, words, and other small units to create meaning
- 17. sending and receiving of information
- 18. SKILLS refers to the primary, key, main, and largest skill set relative to a particular context.It is commonly referred to in the english language
- 20. Chunking-phrases, clauses, constituents
- 22. The broader aspect of writing, including the forms, communicative purpose, main ideas, supporting ideas, literal and implied meanings, and the overall coherence of a written text
- 24. student perform precisely the skill needed to be measured
- 25. is a unified set of interacting abilities that cannot be yested successfully
- 29. refers to the consistency of an assessment taken by the students
- 31. the teacher ask students for example, to listen for names, numbers, a grammatical category, directions, or certain facts and events
- 33. It is designed to a diagnose a particular aspect of a particular language
- 34. It is designed to measure a person’s capacity or general ability to learn a FL.
- 35. Producing the smaller chunks of language such as phoneme, morphemes, words, collocations, and phrasal units
- 36. is the test in which candidates are invited to choose from among the options listed
- 38. refers to the skills that we used to produce an output
- 41. listen attentively to a speaker, understand what they’re saying, respond and reflect on what’s being said, and retain the information for later
- 43. is the successful completion of the task, irrespective of how that is achieved. The student’s language is still assessed but on intelligibility rather than on grammatical
- 46. refers to the effects the test has on instruction in terms of how students prepare for the test
- 47. Specific abilities that contribute to overall reading comprehension