DELTA Paper Two Task 1 DELTA Module One / Paper 2 / Task 1 Name First Last Date Date Format: MM slash DD slash YYYY Mark Scheme* Read the entry on Testing in Thornbury’s A-Z of ELT – it gives a nice overview of different test types and testing issues. Read the rubric very carefully: It provides a brief description of the situation that the given text is being used for and this will, or at least should (if you want the marks…), influence your answers. You’ll be told about the learner’s needs, their level, the purpose of the course and purpose of the test. You are critiquing the test for use in this particular situation. Use a page for “positives” and a page for “negatives” and label them as such (don’t use “advantages”/”disadvantages” or “strengths”/”weaknesses” or any other variation). Using a separate page allows you to come back and add/change things without the page getting too cramped. You must make at least six points. To gain the marks, these six points must be in the guideline answers. If you have time, you may want to include an extra one or two for luck. For each point, you need to indicate the applicability for the learner described in the rubric. You need a mixture of positive and negative points, but this time, unlike with the “strengths and weaknesses” question in paper 1, there is no requirement for the balance to be 3-3 – as long as you include something of each, the balance is up to you. There are a couple of extra marks to be had for using testing terminology – your face validity, content validity, reliability, practicality etc Don’t write too much per point – if you feel the urge to, at least wait until you’ve gone through the rest of the test, have had a stab at answering all the questions and are on the “going back and filling in the gaps” phase. Practice using past papers and checking your answers against examiners reports/guideline answers.General Advice*Longer written response An extract from or a description of a test is provided, along with the context and purpose of its use. The extract/ description may be from a public examination, a commercially produced test (e.g. a placement test or a coursebook progress test) or a teacher-generated test. Candidates provide an evaluation of its effectiveness for the stated purpose, making six points. Understanding of key concepts and terminology related to assessment; ability to evaluate types of assessment and their purposes; ability to relate principles of assessment to the classroom 18 Two marks are awarded for each positive/negative identified. One mark is awarded for each application to the learner identified.PositiveAnswerTutor's CommentsPositive ApplicationsAnswerTutor's CommentsNegativeAnswerTutor's CommentsNegative ApplicationsAnswerTutor's CommentsOverall CommentGrade*Model Answer* Share this:Click to share on Twitter (Opens in new window)Click to share on Facebook (Opens in new window)MoreClick to share on LinkedIn (Opens in new window)Click to share on WhatsApp (Opens in new window)Like this:Like Loading...
