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This unit provides information about various kinds of testing systems both internal – those used by teachers in schools to evaluate students’ knowledge, language level and progress in learning, such as placement tests, diagnostic tests, progress tests, achievement, practice tests, as well as general external examinations aimed to identify efficiency of English language, such as TOEFL, IELTS, TOEIC, Cambridge Assessment, etc.
From this unit I learned about application of each particular test and analyzed reasons why and when the tests should take place. Thus, placement tests would allow teachers to determine the students’ language level and speaking/writing skills, including some grammar areas, to place the student into a suitable level class. Diagnostic tests are of a wider content, aim at identifying existent knowledge of the students, and help the teacher to prepare lessons focusing on students’ difficulties. Progress tests should include all receptive and productive skills assessment and enable both teachers and students to see how successfully they have progressed in learning, which language points are still in the memory and what areas need more attention and work.
I found examples of placement tests provided on pages 4 & 5 of the unit very useful for trying our own test samples.
It was especially interesting for me to learn about a method of evaluation the course by the students, which gives the idea of a real and effective approach to students’ needs based on immediate source of information.
