Assessment and Evaluation Flashcards
7 cards from real C2 practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Assessment and Evaluation flashcards as text
A C2-level writing rubric awards marks for 'lexical sophistication.' Which of the following best exemplifies this criterion?
Answer: Using a wide range of low-frequency vocabulary and idiomatic expressions precisely
Lexical sophistication involves deploying rare, nuanced, and idiomatic vocabulary with precision, a hallmark of C2 mastery.
Which of the following best describes 'concurrent validity'?
Answer: A new test is administered alongside an established test; scores correlate highly
Concurrent validity is established when a new test's scores correlate strongly with those of an existing, accepted criterion measure taken at the same time.
The 'standard error of measurement' (SEM) is used to:
Answer: Estimate the range within which a test-taker's true score likely falls
SEM quantifies the uncertainty around an observed score, providing a confidence interval for the test-taker's true ability.
Peer assessment is most defensible as a summative tool when:
Answer: It is combined with explicit training in applying shared rubrics and moderated by the instructor
Peer assessment gains validity and fairness when learners are calibrated to shared criteria and an expert moderates final decisions.
An 'achievement test' differs from a 'proficiency test' primarily in that it:
Answer: Evaluates mastery of a specific curriculum that has already been taught
Achievement tests are tied to the content of a particular course or syllabus, whereas proficiency tests assess overall ability regardless of how it was acquired.
In Bachman and Palmer's (1996) framework, 'strategic competence' in language assessment refers to:
Answer: The ability to deploy metacognitive strategies to manage communication tasks
Strategic competence encompasses the metacognitive strategies—goal-setting, planning, and monitoring—used to complete communicative tasks.
Which of the following is the strongest argument against using solely multiple-choice items to assess C2 writing ability?
Answer: They cannot assess productive skills such as organization, coherence, and lexical range
Writing is a productive, generative skill; multiple-choice items test recognition but cannot elicit the actual production of extended written text.