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Task 1: test takers describe a graph, table, chart, map, process, pie chart or diagram in their own words. Task 2: test takers discuss a point of view, argument, or problem. Depending on the task, test takers may be required to present a solution to a problem, present and justify an opinion, compare and contrast evidence, opinions and ...
Test takers are asked to read a section of the text in Task 3 aloud, for the purpose of discussing the text in the context of a group discussion or academic presentation. Task 5 (8 minutes) Explain a choice for participation in a group project. Test takers listen to a professor's instructions for a group oral presentation.
A cloze test (also cloze deletion test or occlusion test) is an exercise, test, or assessment in which a portion of text is masked and the participant is asked to fill in the masked portion of text. Cloze tests require the ability to understand the context and vocabulary in order to identify the correct language or part of speech that belongs ...
An information gap task is a technique in language teaching where students are missing information necessary to complete a task or solve a problem, and must communicate with their classmates to fill in the gaps. [1] It is often used in communicative language teaching and task-based language learning.
The Test of English for International Communication (TOEIC) is an international standardized test of English language proficiency for non-native speakers. It is intentionally designed to measure the everyday English skills of people working in an international environment.
Braj Kachru divides the use of English into three concentric circles. [8]The inner circle is the traditional base of English and includes countries such as the United Kingdom and Ireland and the anglophone populations of the former British colonies of the United States, Australia, New Zealand, South Africa, Canada, and various islands of the Caribbean, Indian Ocean, and Pacific Ocean.
For example, it is impossible to field an operational adaptive test with brand-new, unseen items; [8] all items must be pretested with a large enough sample to obtain stable item statistics. This sample may be required to be as large as 1,000 examinees. [8]
Multiple choice questions lend themselves to the development of objective assessment items, but without author training, questions can be subjective in nature. Because this style of test does not require a teacher to interpret answers, test-takers are graded purely on their selections, creating a lower likelihood of teacher bias in the results. [8]