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speaking- during a speaking tests a students nerves could get in the way of the knowledge they have 

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speaking- during a speaking tests a students nerves could get in the way of the knowledge they have 

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Not everyone is equally good at reproducing, but better at remembering vocab/rules. 

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Not everyone is equally good at reproducing, but better at remembering vocab/rules. 

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With the stepping stones method, students often rely on the stones and that they should be 100% correct instead of trying to make their own sentences

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Students can make mistakes while writing and then correct that which can make the story messy and difficult to read

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writing- during a writing test a students creativity can get in the way of meeting the goal of the test.

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writing- during a writing test a students creativity can get in the way of meeting the goal of the test.

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Students relying on cheat sheets and being afraid to make mistakes. Also, relying on the teacher to ask the questions

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Analytical grading can take a very long time, but for holistic grading you need more experience

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Analytical grading can take a very long time, but for holistic grading you need more experience

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The relationship between the tester and the candidate is usually such that the candidate
speaks as to a superior and is unwilling to take the initiative

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students with heavy accents who mispronounce words/are hard to understand

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students are afraid of speaking, because they feel like they are judged by other students

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Speaking
What is a truly good speaking exam, so what do you focus on? Pronunciation, grammar, vocabulary, spontaneity etc.

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Due to nerves, student can go blank

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Students might be focusing more on their accuracy rather than their fluency

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When a task is too open students struggle with creativity ... and might 'black out'

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speaking - when schools only do presentations - very one sided

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speaking - when schools only do presentations - very one sided

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How do you mark work: what can you expect from junior year students. What do mark as wrong and what do you let slide.

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Using the rating scale to score with validity and reliability

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Using the rating scale to score with validity and reliability

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You need to be sure that you're just testing writing and not, for example, creativity or world knowledge.

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You need to be sure that you're just testing writing and not, for example, creativity or world knowledge.

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- Students with dyslexia.
- For example a good letter but not within the parameters of the test. What then?

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anxiety amongst students for speaking (for example with presentations)

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writing takes time - difficult to include a range in one test

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writing takes time - difficult to include a range in one test

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Students can rely too much on the internet

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With writing you have to make sure to limit students, otherwise they will get off track

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With writing you have to make sure to limit students, otherwise they will get off track

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Making sure the test is properly representative

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When using 'doeltaal voertaal' students just refuse to answering in English

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writing at home: students put whole texts through google translate

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writing at home: students put whole texts through google translate

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Insecurity can impair performance.
Objective testing is difficult.