1–8, match the assessments with the aims of the activities listed A–I

Comments.
37. Assesses learners’ awareness of error. A highly realistic task, which should encourage learners to look through their work.
38. Can test knowledge of grammar, lexis or other features of language, and comprehension of written or spoken text. An objective assessment type with single correct answers, and therefore easy to mark.
39. Tests comprehension of written or spoken text. An objective assessment type with single answers, and therefore easy to mark. Adding one option makes it challenging, as learners search a written text more thoroughly, or listen to a spoken text more attentively.
40. Tests comprehension of written or spoken text. Easy to construct, but may be difficult to mark, as it may allow a range of possible answers.
41. Tests grammatical knowledge, cohesion and awareness of collocation. Objective task-type, easy to mark.
42. Tests knowledge of grammar or lexis. The teacher has control over which items are tested. Marking can be difficult, as gaps may allow more than one answer.
43. Tests knowledge of grammatical structures and the relationship between them.
44. Tests reading comprehension and knowledge of grammar and lexis. May be difficult to mark, as gaps may allow more than one answer.

For questions 45-51, match the best description comments for assessment activities.

Choose the correct letter (A, B or C).
45. Matching – …
a) Can test lexis, other features of language or comprehension of written or spoken text. Easy to construct and to mark.
b) A task-type in which learners are asked to pair things together.
c) Both.
46. Sequencing – …
a) Good for testing understanding and production of narrative.
b) A direct test of a complex combination of knowledge and skills, but difficult to mark.
c) Both.
47. Dictation – …