What is washback?

-Give one positive and one negative example of washback in an English classroom.

-Explain how a teacher can improve washback.

Assessment and Feedback:

Think about a time when a student receives only a grade without comments.

-How might students perceive this type of feedback?

-Why might it be ineffective ?

-Suggest a better way to give feedback in this situation.

Assessing Vocabulary and Grammar:

Vocabulary knowledge is more than just knowing word meanings.

-What does it mean to know a word (in terms of form, meaning, use)?

-If you were to design a task that assesses more than just meaning what would be one of the questions/activities? Explain why your task is effective.

1-Complete the matching above correctly

2-What is summative assessment?

A) Assessment during learning

B) Group work

C) Assessment at the end of learning

D) Daily practice

3- Complete the sentences with the correct word

............... is the most beneficial and effective feedback type which students can reflect on how they performed.

An English teacher designs a vocabulary test consisting of 50 multiple-choice questions. The test is very long and students complain that they are tired and lose focus. Also, the test only includes isolated word meanings (no context). After the exam, students say they will focus only on memorizing word lists for future exams.

Task:
Analyze this test in terms of:

1. reliability

2. validity (especially construct validity)

3. washback

4. practicality

Then, suggest two improvements to make the test more effective.

Assessing Grammar & Vocabulary

You are asked to design an assessment to measure students’ knowledge of the present perfect tense and academic vocabulary.

Task:

1. Propose two different task types (e.g., multiple-choice, cloze, sentence completion, contextualized tasks, etc.)

2. Explain what each task measures

3. Discuss one advantage and one limitation of each task type

4. Explain how your tasks ensure meaningful and contextualized assessment rather than rote memorization

Assessment and Feedback

A teacher gives the following feedback to a student after a writing task:

“Good job. You need to improve your grammar. Try harder next time.”

Task:

Analyze this feedback

A teacher designs a grammar test focusing on the past perfect tense. The test consists mainly of multiple-choice questions and sentence transformations. However, students perform well on the test but continue to make mistakes when speaking.

Task:
Analyze this situation in terms of:

• construct validity

• authenticity

• washback

Then, explain why there is a mismatch between test performance and real-life language use, and suggest one improvement.

Question 2

In language assessment, reliability and validity are both essential but sometimes difficult to achieve simultaneously.

Task:

• Explain the difference between reliability and validity

• Give one classroom example where a test is reliable but not valid

• Suggest how the teacher can improve the test

Question 3

You are asked to design a vocabulary assessment for upper-intermediate (B2–C1) students. The goal is to assess not only meaning but also use and context.

Task:

• Propose two different task types (e.g., contextualized sentence completion, short writing task, etc.)

• Explain what each task measures (form, meaning, use)

• Justify why your tasks have higher validity and authenticity compared to traditional multiple-choice items

A teacher prepares a reading test about daily routines. The test includes short texts and multiple-choice questions. Students get high scores in the test. However, when they try to talk about their own daily routines, they cannot form correct sentences and make many mistakes.

Answer the questions below:

a) Analyze this situation in terms of:

• construct validity

• authenticity

• washback

b) Why is there a difference between test results and real-life language use?

c) Suggest one improvement for this test.

Question 2:

A teacher wants to assess students’ understanding of the present continuous tense. The test includes only fill-in-the-blank sentences (for example: “She ___ (play) in the garden.”). Most students get high scores, but during speaking activities, they cannot use this tense correctly.

Answer the questions below:

a) What does this test measure well?

b) What does this test NOT measure?

c) Why are students successful in the test but not in speaking?

d) Suggest one improvement to make this test better.

Question 3:

You are asked to design a vocabulary assessment for 5th grade students (A1–A2 level). The aim is to check not only word meanings but also how students use words.

Answer the questions below:

a) Suggest two different task types (for example: matching, dialogue completion, short writing, etc.)

b) Explain what each task measures (form, meaning, use)

c) Why are your tasks better than only multiple-choice questions?

This exercise is designed to move from form recognition to contextual use.

Part A: The Wordwall Challenge

Click the link below to play the "Past Tense Sorting" game. You must flip the card and choose correct or false based on the verb on the flashcard.

Verbs included: played, went, visited, ate, watched, saw, studied, bought.

• https://wordwall.net/resource/110403207

Part B: The Story Fixer

Read the short paragraph below. There are three mistakes with past tense verbs. Rewrite the paragraph correctly in the comments, then write one sentence about what you did last weekend.

"Yesterday, I walked to the store and I buyed a gift. Then, I goed to my friend's house. We played games and eated pizza."

2. Short Reflection

I used Wordwall for the sorting task because it provides instant, gamified feedback, which Russell Stannard notes is excellent for checking understanding during a lesson. For the writing and correction task, Padlet worked well because it allows students to see each other's sentences and use the comment feature for peer-correction, turning the assessment into a collaborative activity. I would highly recommend this combination because Wordwall ensures structural accuracy while Padlet encourages actual language production.

2- Compare the conceptualization of feedback in Hattie & Timperley’s and Gamiem & Smith’s models. Please address key similarities and differences regarding effective feedback.

3-How do students' goal orientations affect the way they respond to positive and negative feedback?

4- Explain the concepts of validity and reliability, and discuss the relationship between them.

Please also answer the following question with an example:

• Why an assessment can be reliable but not valid?

5- A teacher gives the following feedback to a student: “Good job, you are very smart.”

• Explain why this feedback may be ineffective.

• Rewrite it as a more effective form of feedback.

A teacher wants to check whether students understand the difference between regular and irregular verbs in the simple past tense.

Task:
Prepare a short grammar activity with 5 multiple choice questions. The questions should help students identify the correct past tense forms of both regular and irregular verbs.

Question 2

Students may recognize the correct verb form but they may still have difficulty producing it on their own.

Task:
Prepare a short fill in the blanks activity with 5 sentences. Students should complete each sentence by writing the correct simple past form of the verb in brackets.

Question 3

Grammar knowledge becomes more meaningful when students use the target structure in context.

Task:
Prepare a short writing activity in which students write 4–5 sentences about their weekend. In their writing, they should use at least:

2 regular verbs in the simple past

2 irregular verbs in the simple past

Essay extract (student writing):
“Globalization have many effects on world. Some people think it is good because countries can trade easily. Other people think it is bad because it makes cultures same. I think globalization is more good than bad because it helps poor countries develop.”

Teacher’s feedback comments:
A. “Good try. Keep working on your English.”
B. “You have identified both sides of the argument, which is appropriate for this task. However, your grammar needs attention: ‘globalization have’ should be ‘globalization has.’”
C. “You’ve identified two opposing views. Next time, try using a specific example to support each side—for instance, which poor countries have developed through trade? This will strengthen your argument.”

(a) Identify which of the three feedback comments (A, B, or C) aligns most closely with each of the following levels in Hattie & Timperley’s feedback model: task level, process level, and self level. Justify your choices briefly.

(b) Rewrite one of the three feedback comments to better reflect process-level or self-regulation-level feedback. Explain how your rewritten version would help the student develop greater independence in their learning.

2. An intermediate-level (B1) student has written the following sentences in a composition:

“Last weekend, I go to the park with my friends. The weather was beautiful so we stay outside for many hours. I take some photos because I wanted to remember the day. It was a wonderful experience and I feel very happy.”

(a) Identify two grammatical errors and two vocabulary strengths in the student’s writing.
(4 marks)

(b) Choose two errors from the student’s writing that you would prioritize in your feedback. Justify your choices based on:

• Frequency of the error

• Impact on comprehensibility

3. A teacher designs a 20-item multiple-choice test to assess students’ speaking fluency. Evaluate this test in terms of reliability and validity. Identify one problem with the test and suggest one way to improve it.

2.Look at the following grammar assessment item (e.g., a multiple-choice question). What type of task is it, what aspect of grammar does it assess (form, meaning, or use), and what are its strengths and limitations?

3.To what extent do different grammar assessment task types (selected response, limited production, extended production) reflect learners’ real communicative ability?

4.Can a test be reliable but not valid? Explain with examples and discuss the implications for language assessment.

1-What is the difference between assessment for learning and assessment of learning?

How does each type influence student motivation in an ELT classroom?

2- Compare explicit feedback and implicit feedback in language teaching.
Which one is more effective for young learners? Why?

3- How do students’ beliefs about intelligence (fixed vs. growth mindset) affect how they interpret teacher feedback?

4-
Explain the concept of washback effect in testing.
Give an example of both positive and negative washback in an English classroom.

5-
A teacher corrects every mistake a student makes during speaking.

• What are the possible negative effects of this approach?

• Suggest a more balanced correction strategy.

6-
What is formative assessment?
Design a short formative assessment activity for teaching vocabulary to 4th graders.

7-
Compare peer feedback and teacher feedback.
What are the advantages and limitations of each in ELT?

8-
How does task-based language teaching (TBLT) use feedback differently from traditional methods?

9-
A student receives this feedback: “Your grammar needs improvement.”

• Why is this feedback not effective?

• Rewrite it to make it more specific and actionable.

10-
Explain the difference between reliability, validity, and practicality in assessment.
Which one do you think is most important in classroom testing? Justify your answer.

A teacher wants to assess students’ understanding of the simple past tense. The teacher prepares a test that includes multiple-choice questions and fill-in-the-blank sentences. Most students get high scores on the test. However, when students are asked to talk about their past experiences in class, they make many mistakes and cannot use the correct verb forms properly.

Answer the questions below:

a) What does this test measure well?
b) What does this test NOT measure effectively?
c) Explain this situation in terms of validity and use.
d) Suggest one improvement to make the assessment more effective for real-life communication.

1. Question:

Explain the concepts of reliability, validity, practicality, and washback in language assessment.

2. Question: Discuss different methods of assessing grammar and vocabulary.

3. Question:

What is feedback and how does it contribute to learning?