This document contains summaries of several passages related to assessing students in English language teaching. The first passage discusses a class where the teacher tests students three times per year, sets and grades tests, and gives struggling students another opportunity to pass. The second passage is about preferring continuous assessment over standardized testing because it allows students to develop skills at varying paces over time. The third passage describes an example test for young learners assessing present continuous verbs, numbers, spelling, counting, yes/no questions, and the difference between "who" and "what". The last passage gives the authors' opinion that assessment should be an ongoing part of the learning process to help teachers understand students' progress and needs

1. EscuderoBelen- Viñati Camila
PRACTICE II, DIDACTICS OF ELT. Prof. ADJUNTO REGULAR EstelaN. Braun. Teacher Assistants:
Prof. VanesaCabral and Prof. Liz Maria Lujan.
PRACTICAL 15
88-ASSESSMENT AND TESTING
1) For questions1-7,choose the bestoption(A,B orC) to complete eachstatement.
1- B
2-A
3-B
4-A
5-B
6-B
7-A
2) Ana toldusthat she teststheirstudentsthree timesinthe yearandshe explainedusthat
she iswho sets and gradesherchildren’s’ tests. Also,she saidtousthat ingeneral,none
of the studentsfail butif there are twoor three studentswhodoesnotpassthe examshe
give themanotheropportunityinthe followingclass.
3) We prefertobe gradedon usingcontinuousassessmentbecause aslearners,we develop
our skills atdifferentspeeds. Thisisthe kindof testingthattakesplace bitbybitover a
semesterora year.

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101-ASSESSING YOUNG LEARNERS
1) For questions1-9,matchthe descriptionswithwhattheyare describingA-J.There isone
extraoptionthatyou do notneedto use.
1-H
2-C
3-F
4-I
5-B
6-D
7-J
8-G
9-A

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2)
In this example, the teacher is testing present continuous, numbers and spelling, the students’
ability to count, yes/no questions, and the difference between ‘who’ and ‘what’.
In activity 1, the students have to observe the pictures and write down what they can see in
presentcontinuous. The teacher gave one less point to the child because he/she wrote PLEYING
instead of PLAYING).
In activity number 2, they have to count and write the resulting number in ordinary spelling.
The third one is a matching activity in which they have to match the written number with the
numbers. It is a common activity for this level.
Finally,inactivity4the studentshave tochoose one of the twoanswersprovidedforthe different
questions. What makes this exercise difficult is that there are no images so as to provide the

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studentswithsome context.Forexample,the studentsmaynotknow thatEric is a boyor whether
he is playing the computer or not.
3) In our opinion,assessment ispartof the learningprocess,notonlyinevaluationsbutalso
ineverydaypractice,because teachersassesslearnersall the time; assessmenthelps
teachersknowhowtheirstudentsare doingandwhattheyneedto improve.
The idea thatyoung learnersare tested too much at someschools is debatable,because in
our opinion, if the assessmentissummative itwouldnotbe appropriate andthe teachers
base the final grade on the marks gotin the exams.However, incontinuousassessment
the frequenttestingnotonlywillhelpstudentstoincorporate the contentsbutalsowill
helpteacherstopreserve anevidenceof the students’achievements.

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NAME:
DATE:
GRADE:
1) Answer the questions with personal information.
 What is your name?
 How old are you?
 Where are you from?
 What is your favouritesport?
2) Match the sentences with the images.
 There are four pencil sharpeners.
 There is one eraser.
 There is one pencil-case.
 There are eight pencils.
3) Circle the correct option with have/has got
 She HAS/HAVEgotlong hair.
 I HAS/HAVEgotsmall eyes.
 They HAS/HAVE gotbig teeth.
 He HAS/HAVEgot big hands.
4) Complete with parts of the body

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5) Decide which habit is H (healthy) or U (unhealthy)
BRUSH MY TEETH --------
DIRTY HANDS ------
VEGETABLES AND FRUITS -----
FAST FOOD -----