Kinds of tests
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There are several types of language tests that serve different purposes: proficiency tests measure overall language ability, diagnostic tests identify specific strengths and weaknesses, placement tests determine what level is appropriate, achievement tests are limited to material covered in a particular course, and aptitude tests predict future success in learning a foreign language before instruction begins. Each type of test has a distinct goal to help evaluate, diagnose, or place students in a way that benefits their language education.
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Language testing
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
Kinds of Language Tests
Testing is used to measure a person's knowledge, skills, or abilities in various topics. There are several types of language tests that serve different purposes. Proficiency tests measure overall language ability, achievement tests evaluate how well learning objectives were met, diagnostic tests identify strengths and weaknesses, and placement tests determine what level is appropriate. While final achievement tests directly relate to course content, they can provide misleading results if the course or materials were poorly designed, as successful test performance does not necessarily indicate true achievement of all learning objectives.
Language Testing: Approaches and Techniques
The document discusses different approaches to language testing including essay-translation, structuralist, integrative, and communicative approaches. It describes the characteristics and types of tests used in each approach, and highlights their strengths and weaknesses. Various language test techniques are also examined such as direct vs indirect testing, discrete point vs integrative testing, and objective vs subjective testing.
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The document discusses various topics related to testing, assessing, and teaching including the differences between tests, assessments, teaching, evaluation, formative and summative assessments, norm-referenced and criterion-referenced tests, discrete-point and integrative testing, communicative language testing, performance-based assessment, and computer-based testing. Key points made include that assessment is an integral part of the teaching-learning cycle, both informal and formal assessments have roles to play, and tests when used appropriately can provide motivation and feedback to learners.
Achieving beneficial blackwash
This document discusses how to achieve beneficial backwash from tests. It provides several recommendations: test the abilities you want to encourage; sample widely and unpredictably in tests; use direct testing of skills; make tests criterion-referenced; base achievement tests on objectives; ensure students and teachers understand tests; and provide teacher assistance. It also mentions the Cambridge English Proficiency exam and cites various sources.
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This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
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This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
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Language testing
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
Kinds of Language Tests
Testing is used to measure a person's knowledge, skills, or abilities in various topics. There are several types of language tests that serve different purposes. Proficiency tests measure overall language ability, achievement tests evaluate how well learning objectives were met, diagnostic tests identify strengths and weaknesses, and placement tests determine what level is appropriate. While final achievement tests directly relate to course content, they can provide misleading results if the course or materials were poorly designed, as successful test performance does not necessarily indicate true achievement of all learning objectives.
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The document discusses different approaches to language testing including essay-translation, structuralist, integrative, and communicative approaches. It describes the characteristics and types of tests used in each approach, and highlights their strengths and weaknesses. Various language test techniques are also examined such as direct vs indirect testing, discrete point vs integrative testing, and objective vs subjective testing.
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The document discusses various topics related to testing, assessing, and teaching including the differences between tests, assessments, teaching, evaluation, formative and summative assessments, norm-referenced and criterion-referenced tests, discrete-point and integrative testing, communicative language testing, performance-based assessment, and computer-based testing. Key points made include that assessment is an integral part of the teaching-learning cycle, both informal and formal assessments have roles to play, and tests when used appropriately can provide motivation and feedback to learners.
Achieving beneficial blackwash
This document discusses how to achieve beneficial backwash from tests. It provides several recommendations: test the abilities you want to encourage; sample widely and unpredictably in tests; use direct testing of skills; make tests criterion-referenced; base achievement tests on objectives; ensure students and teachers understand tests; and provide teacher assistance. It also mentions the Cambridge English Proficiency exam and cites various sources.
Testing reading
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Language Assessment : Kinds of tests and testing
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
Teaching and testing
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
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Types of test and testing
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Designing classroom language tests
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Kinds of tests and testing
The document outlines different types of language tests: proficiency tests measure general language ability regardless of training; achievement tests relate to language courses and assess whether objectives were achieved; diagnostic tests identify strengths and weaknesses; placement tests determine what language level is appropriate. It also distinguishes between direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, and objective and subjective scoring. The document concludes by mentioning computer adaptive testing and communicative language testing.
Kinds of language tests
For the presentation transcription which contains more information, click here:
http://www.4shared.com/file/bLzJpPYqce/presentation_transcription__2_.html
Testing, assessing, and teaching
This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
Validity, reliablility, washback
This document discusses validity, reliability, and washback in language testing. Validity refers to a test measuring what it intends to measure, which includes content validity (testing relevant skills and concepts) and criterion-related validity (how test results agree with other assessment results). Reliability means a test is repeatable, which can be measured through reliability coefficients. Washback refers to how a test influences teaching and learning, with the goal of achieving positive washback that encourages effective preparation. Ensuring validity, reliability, and beneficial washback requires careful test construction and use of techniques like setting test specifications, direct testing of objectives, and providing clear scoring criteria.
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The document discusses key concepts related to testing, assessment, and teaching. It covers:
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- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
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1. Gap filling items that test specific grammatical structures by having students complete sentences.
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3. Multiple choice grammar questions that test structures through sentence completion.
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This document discusses syllabus design and different types of syllabi. It defines a syllabus and outlines its key components and functions. It distinguishes between syllabi and curriculum, noting that a syllabus covers topics for a subject while curriculum encompasses broader educational planning. The document also describes different orientations for syllabi, including product-oriented, process-oriented, and natural syllabus approaches. It provides examples of grammatical, functional, analytical, task-based, and content-based syllabi. Overall, the document provides an overview of considerations and steps for effective syllabus design.
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This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
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Types of test and testing
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
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This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
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The document outlines different types of language tests: proficiency tests measure general language ability regardless of training; achievement tests relate to language courses and assess whether objectives were achieved; diagnostic tests identify strengths and weaknesses; placement tests determine what language level is appropriate. It also distinguishes between direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, and objective and subjective scoring. The document concludes by mentioning computer adaptive testing and communicative language testing.
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For the presentation transcription which contains more information, click here:
http://www.4shared.com/file/bLzJpPYqce/presentation_transcription__2_.html
Testing, assessing, and teaching
This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
Validity, reliablility, washback
This document discusses validity, reliability, and washback in language testing. Validity refers to a test measuring what it intends to measure, which includes content validity (testing relevant skills and concepts) and criterion-related validity (how test results agree with other assessment results). Reliability means a test is repeatable, which can be measured through reliability coefficients. Washback refers to how a test influences teaching and learning, with the goal of achieving positive washback that encourages effective preparation. Ensuring validity, reliability, and beneficial washback requires careful test construction and use of techniques like setting test specifications, direct testing of objectives, and providing clear scoring criteria.
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The document outlines the objectives of a language assessment presentation which include distinguishing assessment from testing, describing five principles of language assessment, identifying types of tests, discussing the historical development and current issues of language assessment, examining large-scale standardized tests like TOEFL, and considering the critical and ethical nature of testing. It then proceeds to define assessment and testing, outline five principles of assessment including practicality, reliability, and validity, identify five common types of tests, and discuss historical developments and current issues in language testing.
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This document outlines different levels of stylistic analysis for examining written works, including graphology, phonology, grammar, lexical analysis, semantics, pragmatics, and discourse analysis. It provides examples of features analyzed at each level, such as rhyme schemes, punctuation, parts of speech, inferences, and repetitions. The document also discusses word frequency analysis and lists common literary devices and techniques.
Introduction to Test and Assessment
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
Testing grammar
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
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Different Approaches to Language Testing-Essay Translation,Structural Approach,Communicative Approach,Performance-Based,Integrative Approach
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Approaches to Language Testing: Essay-Translation Approach, Structuralism, Communicative, Integrative and Performance-based
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This document discusses different types of language tests and their properties. It describes proficiency tests which measure overall language ability regardless of training, and achievement tests which assess specific taught elements. It also covers diagnostic tests which identify strengths/weaknesses, placement tests which determine appropriate learning levels, and direct versus indirect testing. The document also discusses test reliability, validity, common objective task types like multiple choice, and how tests can positively or negatively impact language teaching through washback effects.
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The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
Approaches to language testing
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-Essay-Translation Approach
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Communicative language testing
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testing writing
This document discusses writing assessments and their purpose. It provides examples of different types of writing assessments like essays, letters, paragraphs and short stories. It also lists criteria like grammar, organization, content, fulfillment of purpose, and vocabulary that are often used to evaluate writing skills. Scoring rubrics for these criteria are presented with each criteria being allocated a 20% weight. Relevant reference links on writing definitions, testing, kinds of writing and tests/assessments are also provided.
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"This file provides a concise overview of fundamental assessment concepts. It covers key topics such as assessment types, validity, reliability, and the importance of clear assessment objectives. Whether you're new to assessment or seeking a quick refresher, this document offers valuable insights to enhance your understanding."
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The document discusses different types of language tests, including proficiency tests which measure ability regardless of training, achievement tests which are related to course objectives, and placement tests which help place students in appropriate classes. It also outlines direct and indirect testing, norm-referenced tests which compare performance to others, and objective versus subjective scoring where judgment is or isn't required. The Common European Framework of References for Languages and computer adaptive testing are also mentioned.
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Placement tests are used to assign students to different class levels based on ability, though no single test fits all institutions. Diagnostic tests identify student strengths and weaknesses in a topic at the start of instruction to locate specific learning deficiencies and address them. Different types of diagnostic tests include pre-tests, self-assessments, and interviews. While diagnostic tests analyze writing and speaking performance, they can struggle to identify mastery of some grammar points.
Designing Classroom Tests: 6 Critical Questions
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Designingtests 6criticalquestions-120407123229-phpapp02
The document discusses six critical questions for designing effective classroom language tests: 1) What is the purpose of the test? 2) What are the test objectives? 3) How will the test specifications reflect the purpose and objectives? 4) How will test items be selected and arranged? 5) How can students' performance be supported? 6) What kind of scoring, grading, and feedback is expected? Answering these questions helps ensure tests are fit for purpose and support student learning.
Meeting 1 (Test, Assessing, and Teaching).pptx
This document discusses different methods of testing, assessing, and teaching language skills. It describes various types of assessments including formative and summative, informal and formal, discrete-point and integrative testing. Over time, the field has shifted from behaviorist to communicative to performance-based approaches. Computer-based testing provides benefits like automatic scoring but lacks some human elements. Overall, assessment should be an integral part of the learning cycle and come in various forms to provide feedback and evaluate students and teaching.
Language testing
This document provides an overview of language testing. It discusses the types of language tests, including proficiency tests, achievement tests, and placement tests. It also covers approaches to testing such as direct vs indirect testing, discrete point vs integrative testing, and norm-referenced vs criterion-referenced testing. The document emphasizes the importance of test validity and reliability. It provides tips for developing valid and reliable tests, such as ensuring clear instructions, unambiguous questions, and objective scoring. The goal of language testing should be to accurately measure language abilities and encourage beneficial learning.
Types of tests and types of testing
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
languagetesting-200627343434344035034.pdf
This document summarizes key aspects of language testing based on a course presentation. It discusses the need for valid and reliable tests, and outlines different types of tests including proficiency, achievement, and placement tests. It also covers approaches to testing such as direct vs indirect, discrete point vs integrative, and norm-referenced vs criterion-referenced testing. The document emphasizes the importance of test validity and reliability, and provides tips for improving tests.
Learning Activity 1_ Viteri Flores_Arlyn Johanna
Teachers primarily use achievement tests to measure students' abilities within a specific educational context like a lesson, unit, or complete program. These tests assess a particular part of the educational program and provide insights into how well students have grasped the material. Different types of tests exist for different purposes, such as proficiency tests to evaluate overall competence, diagnostic tests to identify skills to develop, and placement tests to determine an appropriate course level. Principles of effective assessment include practicality, reliability, validity, authenticity, and washback effect.
Assessment types and tasks
This document discusses different types of assessment used to evaluate learner performance. Formal assessment includes tests and exams with numerical grades, while informal assessment observes learner skills through comments without grades. Self-assessment and peer assessment also allow learners to evaluate themselves and each other. Examples of assessment tasks that can be used formally or informally include gap fills, multiple choice questions, interviews, compositions and dictation. Tasks vary in what they measure, from communication skills to language accuracy, and in how easy they are to score objectively versus subjectively. Informal methods include observation, note-taking and self/peer evaluation sheets.
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Language Assessment - Designing Classroom Test by EFL Learners
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Designingtests 6criticalquestions-120407123229-phpapp02
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Kinds of tests
- 1. Types of Tests Robbie Liza E. Caytiles
- 2. Why do we need tests? Test scores educational decisions inference Test scores performance/ true ability
- 3. Types of tests (purposes) • Proficiency tests • Diagnostic tests • Placement tests • Achievement tests • Aptitude tests
- 4. Proficiency tests • A proficiency test is not intended to be limited to any one course, curriculum, or single skill in the language. • Proficiency tests have traditionally consisted of standardized multiplechoice items on grammar, vocabulary, reading comprehension, aural comprehension, and sometimes of a sample of writing.
- 5. Diagnostic tests • A diagnostic test is designed to diagnose a particular aspect of a particular language. • A diagnostic test in pronunciation might have the purpose of determining which particular phonological features of the language pose difficulty for a learner. • Identify students’ strengths and weaknesses. • To benefit future instruction.
- 6. Placement tests • Placement tests whose purpose is to place a student in a particular level or section of a language curriculum or school. • A placement test typically includes a sampling of material to be covered in the curriculum (that is, it has content validity), and it thereby provides an indication of the point at which the student will find a level or class to be neither too easy nor too difficult but to be appro priately challenging.
- 7. Achievement Tests • An achievement test is related directly to classroom lessons, units, or even a total curriculum. • Achievement tests are limited to particular material covered in a curriculum within a particular time frame.
- 8. Aptitude Tests • A foreign language aptitude test is designed to measure a person's capacity or general ability to learn a foreign language and to be successful in that undertaking. • Aptitude tests are considered to be independent of a par ticular foreign language, predicting success in the acquisition of any foreign language. • To predictpredict a person’s future success in learning a (any) foreign language and is taken before actual learning.
- 9. Resources: • https://www.youtube.com/watch?v=ClHbReokk4I • http://edglossary.org/proficiency/ • http://www.powershow.com/view/1ca479 ZjQ1N/Types_of_Tests_powerpoint_ppt_presentation • http://cbse.nic.in/curric~1/proftest2011/sqp_proftest_english_x. pdf • http://www.iearnpk.org/P4LYES/english_diagnostic_test.htm • http://webs.purduecal.edu/testingcenter/placement testing/sampleenglishplacementtest/ • http://books.tamilcube.com/career/aptitudetest/verbal ability/verbalability001.aspx • http://adf.ly/2028014/int/http://coolteacher28.blogspot.com/201 2/08/reviewerfornationalachievement.html