World Language Pedagogy - SLA and Curriculum Planning TP. Hồ Chí Minh Đại học ngoại ngữ - tin học University

Chapter 2: Goals and Assessment - Multiple-Choice Quiz

30 questions

120 min

Answer key

Exam info

Subject: World Language Pedagogy - SLA and Curriculum Planning
Exam type: University
Questions: 30
Duration: 120 min
Answers: ✓ With explanations
School: Đại học ngoại ngữ - tin học

Questions (30)

Q 1.
According to the ACTFL (2012a) Proficiency Guidelines, the guidelines describe what individuals can do with language in terms of:
- A.
  Memorized dialogues and rehearsed presentations
- B.
  Speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context
- C.
  Only grammar rules and verb conjugations
- D.
  How close a learner is to native-like fluency
Q 2.
How many major proficiency levels does ACTFL outline?
- A.
  Two
- B.
  Three
- C.
  Four
- D.
  Five
Q 3.
Novice learners can understand and produce:
- A.
  Full paragraphs with logical coherence
- B.
  Connected sentences in past and future tenses
- C.
  Words, lists, and sentence fragments
- D.
  Abstract arguments with supported opinions
Q 4.
At which proficiency level are learners mostly or all in present tense?
- A.
  Novice
- B.
  Intermediate
- C.
  Advanced
- D.
  Superior
Q 5.
Which proficiency level is described as comprehensible to 'just about anyone'?
- A.
  Novice
- B.
  Intermediate
- C.
  Advanced
- D.
  Superior
Q 6.
Which proficiency level is associated with handling abstract concepts and supporting opinions?
- A.
  Novice
- B.
  Intermediate
- C.
  Advanced
- D.
  Superior
Q 7.
In the ACTFL sublevel system, 'mid' implies that the learner:
- A.
  Can sustain the level but barely, and never functions at the next level
- B.
  Is so comfortable at the level that they are almost ready for the next one
- C.
  Can sustain the level fairly comfortably and shows some glimpses of the next level
- D.
  Cannot yet function at that level
Q 8.
What does the 'high' sublevel indicate about a learner's performance?
- A.
  The learner can barely sustain the level
- B.
  The learner has already moved to the next major level
- C.
  The learner exhibits characteristics of the next level most of the time but cannot sustain it
- D.
  The learner is a complete beginner
Q 9.
According to the chapter, 'proficiency' refers to:
- A.
  How accurately learners can fill in the blanks with verb conjugations
- B.
  What a person can do with the language in a spontaneous, real-world context
- C.
  Memorized scripts and rehearsed dialogues
- D.
  Test scores on discrete-point grammar tests
Q 10.
According to the chapter, 'performance' is used to describe:
- A.
  What a learner can do in a spontaneous, unrehearsed real-world context
- B.
  What a learner can do after having had the chance to 'practice' similar communication activities in the classroom
- C.
  A learner's knowledge of grammar rules in isolation
- D.
  Only memorized vocab lists
Q 11.
Is being rated 'Superior' on the ACTFL scale the same as being a 'native speaker'?
- A.
  Yes, the guidelines explicitly equate Superior with native-like ability
- B.
  No, many monolingually raised native speakers are rated Advanced-mid or Advanced-high
- C.
  Yes, all native speakers are automatically rated as Superior
- D.
  No, only heritage speakers can be rated Superior
Q 12.
What is the main function of the Can-Do Statements drafted by NCSSFL and ACTFL?
- A.
  To serve as a complete curriculum guide for world language programs
- B.
  To describe some of the performance indicators that correspond with each proficiency benchmark for the three modes
- C.
  To replace the ACTFL Proficiency Guidelines entirely
- D.
  To rank students competitively against each other
Q 13.
In backward design for world language teaching, what should the teacher establish FIRST?
- A.
  Daily lesson plans with specific grammar drills
- B.
  The proficiency target, considering where learners are starting and what is realistic
- C.
  Vocabulary and grammar structures to 'cover' in the textbook
- D.
  The final exam and grading rubric
Q 14.
How many interconnected tasks make up an ACTFL Integrated Performance Assessment (IPA)?
- A.
  One
- B.
  Two
- C.
  Three
- D.
  Four
Q 15.
The three modes of communication addressed in an IPA are:
- A.
  Reading, writing, and grammar
- B.
  Interpretive, interpersonal, and presentational
- C.
  Listening, reading, and speaking
- D.
  Receptive, productive, and metalinguistic
Q 16.
What is the role of the 'task overview' in an IPA?
- A.
  It is the final grade the student receives
- B.
  It provides the overarching context that helps learners understand the 'why' and 'what' of the three tasks
- C.
  It lists the grammar rules to be tested
- D.
  It is the rubric used to score each task
Q 17.
In a typical IPA, what do students usually do FIRST?
- A.
  Engage in an interpersonal discussion with a partner
- B.
  Present a product related to what they have learned
- C.
  Inform themselves through reading or listening/viewing (interpretive)
- D.
  Take a discrete-point multiple-choice grammar test
Q 18.
When is feedback typically provided during an IPA?
- A.
  Only at the end of the entire assessment
- B.
  Throughout the assessment, after each task
- C.
  Only by the student themselves, never by the teacher
- D.
  Never, because IPAs are ungraded
Q 19.
In an IPA, an 'authentic' interpretive text is one that:
- A.
  Has been created or modified specifically for learners
- B.
  Has not been created or modified for learners
- C.
  Contains only grammar exercises
- D.
  Is translated into the learners' first language by the teacher
Q 20.
Formative assessments are meant to inform:
- A.
  Only the instructor's grading
- B.
  Only the student's final grade
- C.
  Both the instructor and the student with respect to language development and progress
- D.
  Only parents and administrators
Q 21.
According to the chapter, what is the relationship between proficiency and performance?
- A.
  They are completely unrelated concepts
- B.
  Proficiency is always better than performance
- C.
  They go hand in hand, and educators do not have to choose between them
- D.
  Performance is more important than proficiency
Q 22.
If a heritage speaker is told their proficiency level is advanced-low, what does the chapter suggest teachers should be aware of?
- A.
  That the rating has no emotional impact whatsoever
- B.
  That this could possibly contribute to exacerbating their linguistic insecurities
- C.
  That heritage speakers should never receive proficiency ratings
- D.
  That they should automatically be reclassified as Superior
Q 23.
According to the chapter, learners who are how many major proficiency levels apart should be placed in different courses?
- A.
  Half a level apart
- B.
  One major level apart
- C.
  Two major levels apart
- D.
  Three major levels apart
Q 24.
According to the chapter, moving up from one proficiency level to the next:
- A.
  Gets easier and takes less time as you get closer to the top
- B.
  Takes the same amount of time regardless of level
- C.
  Gets harder and takes longer as you get closer to the top
- D.
  Happens automatically just with the passage of time
Q 25.
A student's proficiency level tends to:
- A.
  Be the same across all communication modes
- B.
  Vary across communication modes (e.g., reading vs. speaking)
- C.
  Remain completely static throughout a learner's life
- D.
  Only change at the end of each semester
Q 26.
According to the chapter, you can determine someone's proficiency level by:
- A.
  How they answer a single question
- B.
  Looking at the extent to which they can sustain the level across different topics
- C.
  Counting how many grammar rules they have memorized
- D.
  Their score on a vocabulary matching test
Q 27.
Which of the following is NOT one of the criteria the chapter suggests for evaluating 'evidence' of learner performance?
- A.
  Is it measurable?
- B.
  Is it appropriate for the level?
- C.
  Is it reliable?
- D.
  Is it easy to grade quickly?
Q 28.
The chapter suggests several ways to choose thematic units if you have curricular freedom. Which of the following is recommended?
- A.
  Limit thematic units strictly to topics students suggest
- B.
  Randomly select topics each semester
- C.
  Network with other teachers, survey students, or build units around texts such as books or movies
- D.
  Choose only topics already covered in the textbook
Q 29.
According to the chapter, what is a key reason for using multiple ways of assessing students rather than relying only on a final exam?
- A.
  To increase the number of grades in the gradebook
- B.
  So that assessment results can inform adjustments to instruction and provide ongoing support
- C.
  Because final exams are illegal in language education
- D.
  To punish students who underperform
Q 30.
What does the chapter identify as a common misalignment between instruction and assessment?
- A.
  Teachers using communicative activities in class but tests that focus on labeling and verb conjugation
- B.
  Students refusing to take any form of assessment
- C.
  Schools eliminating all tests in favor of project-based learning
- D.
  Teachers giving students only true/false questions

Answers and explanations are in mode.