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1. authentic assessment
2. achievement measures
3. test standardization
4. test property: validity, reliability, discrimination, difficulty, test usefulness, test practicality
7. factors of proficiency
8. self-assessment
9. product evaluation
21. teachers, assessors and evaluators should learn to use IT effectively in language testing and teaching
24. continuous and intermittent assessment of maximal ability, i.e., language learning achievement,
progress, proficiency, etc.
25. continuous checking on learners' typical performance, i.e., their attitude, self-perception, learning
strategies, study skills, etc.
26. authentic assessment with consideration for classroom culture and self-assessment
quality
formal methods
14. balanced attention should be given to both quantitative and qualitative assessment and evaluation
15. relationships between assessment and the workplace uses of test results to be firmly established
17. tests and measures for accurate language assessment and evaluation
18. teachers' lack of testing and evaluation skills to reliably and validly
Related issues: In most countries in the region, quantity of education is most crucial but in other the
stress is now on quality. But it may be important to add that wherever possible quantity and quality can
try to go together. Costs and supplies of qualified teachers are the greatest obstacles to the development
of quality education in the region today. Governments introduce new language programs at younger and
younger ages, without real consideration of the quality (experience and professionalism) of the teachers
or the materials they make available for language learning. How re-skill teachers to take on such
enormous tasks is a real problem. Also, what support systems will be in place curriculum, materials, class
size and so on. We cannot compromise quality for quantity.
respondents:
14. continuous test item analyses for developing a test-item-bank for standardized test items
15. specification of language use parameters within various social context and for various purposes, e.g.,
English for specific purposes, general English, English for further studies, English for entertainment,
English for everyday use, English use of cyberspace
20 use of test for selecting school personnel should be comprehensive to obtain well-rounded
information about a person