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

a) An objective assessment type with multiple answers and therefore easy to mark.
b) Can test a wide range of language, i.e. lexis, grammar, listening, writing.
c) Both.
48. Summary writing – …
a) Tests reading, writing and a wide range of language knowledge.
b) A realistic task, but difficult to mark.
c) Both.
49. Guided writing – …
a) Tests realistic written communication.
b) Directed and controlled by the input text and instructions, and therefore quite easy to mark.
c) Both.
50. Interview – …
a) Can provide direct assessment of learners’ ability to take part in turn-taking, testing listening.
b) Can help to decide if learners can continue to the next level.
c) Both.
51. Information-gap – …
a) Can provide indirect assessment of learners’ ability to take part in an unplanned dialogue.
b) Creates a real need for communication. May produce quite controlled language and so be easy to mark.
c) Both.

For questions 52-58, match the assessment activities with the teacher’s comments listed A-H.

There is one extra option which you do not need to use.
Assessment activities.

52. Cloze
53. Proofreading
54. Sequencing
55. Dictation
56. Summary writing
57. Interview
58. Information-gap

Teachers’ comments.
a) When students act as “the teacher” and have to find their own mistakes, they learn a lot.
b) It really makes students focus on what the most important information is in a text and how to express it clearly.
c) With just two or three choices, students could guess which option is correct, so I always ask them to explain their answers.
d) I give the students the first paragraph without any missing words, so that they understand the context, and then I take out every seventh word in the rest of the text.