Second Language Acquisition and Pedagogy TP. Hồ Chí Minh Đại học ngoại ngữ - tin học ( huflit ) University

Goals and Assessment – IPA, Rubrics & Intercultural Communication

30 questions

60 min

Answer key

Exam info

Subject: Second Language Acquisition and Pedagogy
Exam type: University
Questions: 30
Duration: 60 min
Answers: ✓ With explanations
School: Đại học ngoại ngữ - tin học ( huflit )

Questions (30)

Q 1.
According to the text, Integrated Performance Assessments (IPAs) are best described as:
- A.
  Supplementary tests added onto an existing curriculum.
- B.
  Tools that require meaningful changes in thematic units, student preparation, and teacher training.
- C.
  Quick assessments that can be completed in a single class period.
- D.
  Replacements for all formative classroom work.
Q 2.
Which of the following best describes a recommended schedule for administering the three parts of an IPA?
- A.
  All three parts should be given in one extended class session.
- B.
  The interpretive portion earlier, the interpersonal a few days later, and the presentational at the end.
- C.
  Presentational first, then interpersonal, then interpretive.
- D.
  Only the presentational portion should occur in class.
Q 3.
Which part of an IPA is most likely to have a portion that can be completed outside of class?
- A.
  Interpretive
- B.
  Interpersonal
- C.
  Presentational
- D.
  None — all parts must be completed in class.
Q 4.
Why might finding authentic, unmodified resources for novice learners be especially difficult?
- A.
  Because textbooks are the only acceptable resource type.
- B.
  Because less commonly taught languages often lack age-appropriate authentic materials.
- C.
  Because novice learners are required to read literary texts.
- D.
  Because authentic resources are banned in most language programs.
Q 5.
In most sample IPAs, which mode of communication tends to have the most detailed tasks?
- A.
  Presentational
- B.
  Interpersonal
- C.
  Interpretive
- D.
  All three are equally detailed.
Q 6.
Why might assigning two novice learners an open-ended interpersonal task be problematic?
- A.
  Because novice learners are not allowed to interact with peers.
- B.
  Because novice learners depend heavily on their interlocutor to carry the conversation.
- C.
  Because novices are already at the advanced level.
- D.
  Because interpersonal tasks are only suitable for native speakers.
Q 7.
What concern does the text raise about IPA rubrics in which a high B is labeled 'Meets Expectations—Strong'?
- A.
  The labels are too easy to understand.
- B.
  Students performing at level may feel they have fallen short.
- C.
  The grades no longer add up to 100.
- D.
  It violates state law.
Q 8.
Which of the following is highlighted as a key strength of IPAs that can be adopted even when full IPA protocols are not followed?
- A.
  Rewarding memorization of vocabulary lists.
- B.
  Focusing on what students can do with the language.
- C.
  Organizing instruction by grammar chapters.
- D.
  Detaching assessment from instruction.
Q 9.
Which of the following is a characteristic of a holistic rubric?
- A.
  It separates performance into specific criteria such as title, introduction, and organization.
- B.
  It evaluates overall performance with a general description per level.
- C.
  It always assigns numeric points to every criterion.
- D.
  It cannot be used to provide feedback.
Q 10.
Which is a pitfall to avoid when designing holistic rubrics, according to the text?
- A.
  Lumping too many descriptors together.
- B.
  Using more than four performance levels.
- C.
  Writing descriptors in plain language.
- D.
  Aligning rubric criteria with communicative goals.
Q 11.
An advantage of analytic rubrics mentioned in the text is that they:
- A.
  Force the evaluator to make a single overall judgment.
- B.
  Provide more detailed information about specific aspects of performance.
- C.
  Remove the need for descriptors.
- D.
  Are easier to construct than holistic rubrics.
Q 12.
What is one requirement for analytic rubrics to be useful?
- A.
  Criteria should overlap to ensure consistency.
- B.
  It should be possible to evaluate each criterion separately.
- C.
  All criteria must carry equal weight.
- D.
  Only one criterion is needed.
Q 13.
According to the text, descriptors in rubrics should NOT:
- A.
  Be accessible to all stakeholders.
- B.
  Be vague, overly technical, or complex.
- C.
  Avoid implying the highest level is unattainable.
- D.
  Be tied to communicative goals.
Q 14.
Why is the phrase 'create with language' given as a problematic descriptor?
- A.
  It is too specific for novice learners.
- B.
  Most students will not understand exactly what it means.
- C.
  It violates ACTFL guidelines.
- D.
  It only applies to written tasks.
Q 15.
The text suggests that the highest rubric level should be worded in a way that:
- A.
  Sounds unattainable to motivate students.
- B.
  Reflects fully sustained performance at level.
- C.
  Implies performance beyond the targeted level.
- D.
  Focuses on the lowest expectations.
Q 16.
In the novice-high/intermediate-low example, the criterion 'Comprehensibility' is weighted how?
- A.
  2 points
- B.
  3 points
- C.
  5 points
- D.
  10 points
Q 17.
Which term refers to tangible or intangible creations of a culture, such as foods, flags, and musical instruments?
- A.
  Cultural products
- B.
  Cultural practices
- C.
  Cultural perspectives
- D.
  Intercultural competence
Q 18.
Which of the following is given as an example of a cultural practice?
- A.
  A flag
- B.
  Religious beliefs
- C.
  Putting your hand on your chest during the national anthem
- D.
  American exceptionalism
Q 19.
According to the text, cultural perspectives are best described as:
- A.
  Tangible objects like clothing and instruments.
- B.
  Behaviors such as greetings and punctuality.
- C.
  Views and values such as religious beliefs or perceptions of gender roles.
- D.
  Critical-thinking skills and attitudes.
Q 20.
Deardorff (2006) is cited in the text to define intercultural competence as progressing:
- A.
  From advanced to novice level.
- B.
  From personal level (attitude) to interpersonal/interactive level (outcomes).
- C.
  From products to practices to perspectives.
- D.
  From grammar to vocabulary to discourse.
Q 21.
What risk does the text identify when the 3 Ps are presented superficially?
- A.
  Students may forget the vocabulary associated with each P.
- B.
  Students may reinforce negative stereotypes about the target culture.
- C.
  Students may lose interest in the language entirely.
- D.
  Students will become too fluent too quickly.
Q 22.
According to the text, structured reflections (Crane, 2016) differ from traditional journaling because they:
- A.
  Are written exclusively in the target language.
- B.
  Build on each other and provide guiding questions.
- C.
  Are only used in advanced courses.
- D.
  Focus solely on grammar accuracy.
Q 23.
The text suggests that complex intercultural discussions with novice learners should:
- A.
  Be postponed until learners are advanced.
- B.
  Always be conducted entirely in the target language.
- C.
  Not necessarily take place in the target language.
- D.
  Be avoided because they confuse beginners.
Q 24.
Which of the following best captures the text's position on the relationship between language acquisition and intercultural competence?
- A.
  They are essentially the same skill.
- B.
  Language acquisition automatically leads to intercultural competence.
- C.
  Acquiring a language is not synonymous with developing intercultural communication skills.
- D.
  Intercultural competence is irrelevant to language learning.
Q 25.
The text criticizes practices such as 'Culture Fridays' primarily because they:
- A.
  Take time away from grammar instruction.
- B.
  Can reduce culture to a side note of statistics and oddities.
- C.
  Force students to memorize cultural facts.
- D.
  Are required by federal law.
Q 26.
Which of the following is a caution the text raises about associating a country with a single culture?
- A.
  It is required by ACTFL for assessments.
- B.
  One country does not equal one culture.
- C.
  It encourages more authentic resources.
- D.
  It improves student motivation.
Q 27.
What does the text suggest about using authentic resources, individual narratives, and culturally relevant information?
- A.
  They should replace all grammar instruction.
- B.
  They help integrate language and culture.
- C.
  They are only useful for advanced learners.
- D.
  They make lessons too difficult for novices.
Q 28.
The text compares expecting intercultural competence from publisher videos to:
- A.
  Expecting learners to become fluent from a summer camp.
- B.
  Expecting learners to develop language proficiency by watching grammar tutorials or memorizing vocab lists.
- C.
  Expecting learners to master writing without practice.
- D.
  Expecting learners to read novels without vocabulary help.
Q 29.
From a language acquisition standpoint, the text suggests that when selecting resources for novice learners:
- A.
  Authenticity is the only criterion that matters.
- B.
  Comprehensibility should be more important than authenticity.
- C.
  Simplified textbook dialogues are always preferred.
- D.
  Only child-oriented materials should be used.
Q 30.
Which of the following best reflects the text's overall view of rubrics?
- A.
  Rubrics should only be used for assigning numeric grades.
- B.
  Rubrics can provide feedback even when no grade is attached.
- C.
  Holistic and analytic rubrics are equally flawed.
- D.
  Square rubrics are the only acceptable format.

Answers and explanations are in mode.