Questões de Concurso
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Text VIII
“When I first lived in Saudi Arabia, I tended to answer questions in Arabic about my health (the equivalent of ‘ ‘How are you’?) with the equivalent of my familiar routine responses of ‘Okay’ or ‘Fine’. However, I eventually noticed that when I asked a similar question, people generally answered with a phrase that had the literal meaning of ‘Praise to God’. I soon learned to use the new expression, wanting to be pragmatically appropriate in that context. My first type of answer wasn't ‘wrong’ (my vocabulary and pronunciation weren't inaccurate), but it did convey the meaning that I was a social outsider who answered in an unexpected way.”
(YULE, G. Pragmatics. Oxford: Oxford University Press, 1996. pp.5.)
Text VIII
“When I first lived in Saudi Arabia, I tended to answer questions in Arabic about my health (the equivalent of ‘ ‘How are you’?) with the equivalent of my familiar routine responses of ‘Okay’ or ‘Fine’. However, I eventually noticed that when I asked a similar question, people generally answered with a phrase that had the literal meaning of ‘Praise to God’. I soon learned to use the new expression, wanting to be pragmatically appropriate in that context. My first type of answer wasn't ‘wrong’ (my vocabulary and pronunciation weren't inaccurate), but it did convey the meaning that I was a social outsider who answered in an unexpected way.”
(YULE, G. Pragmatics. Oxford: Oxford University Press, 1996. pp.5.)
Text VII
The term ‘assessment literacy’ has been coined in recent years to denote what teachers need to know about assessment. Traditionally, it was regarded as the ability to select, design and evaluate tests and assessment procedures, as well as to score and grade them on the basis of theoretical knowledge. More recent approaches embrace a broader understanding of the concept when taking account of the implications of assessment for teaching. […] Knowing and understanding the key principles of sound assessment and translating those into quality information about students’ achievements and effective instruction are considered essential.
(BERGER, A. Creating Language ‐ Assessment Literacy: A Model for Teacher Education. In: HÜTTNER, J.; MEHLMAUER‐LARCHER, B.; REICH, S. (eds.) Theory and Practice in EFL Teaching Education: Bridging the Gap. Multilingual Matters, 2012. pp.57‐82.)
Match the descriptions that apply to summative, formative or diagnostic assessment. Note that more than one description can apply to one type of assessment.
I. It can help the teacher to identify students' current knowledge of a subject.
II. It provides feedback and information during the instructional process.
III. It takes place when learning has been completed and provides information and feedback that sum up the teaching and learning process.
IV. It is typically given to students at the end of a set point.
Text VII
The term ‘assessment literacy’ has been coined in recent years to denote what teachers need to know about assessment. Traditionally, it was regarded as the ability to select, design and evaluate tests and assessment procedures, as well as to score and grade them on the basis of theoretical knowledge. More recent approaches embrace a broader understanding of the concept when taking account of the implications of assessment for teaching. […] Knowing and understanding the key principles of sound assessment and translating those into quality information about students’ achievements and effective instruction are considered essential.
(BERGER, A. Creating Language ‐ Assessment Literacy: A Model for Teacher Education. In: HÜTTNER, J.; MEHLMAUER‐LARCHER, B.; REICH, S. (eds.) Theory and Practice in EFL Teaching Education: Bridging the Gap. Multilingual Matters, 2012. pp.57‐82.)
Text VII
The term ‘assessment literacy’ has been coined in recent years to denote what teachers need to know about assessment. Traditionally, it was regarded as the ability to select, design and evaluate tests and assessment procedures, as well as to score and grade them on the basis of theoretical knowledge. More recent approaches embrace a broader understanding of the concept when taking account of the implications of assessment for teaching. […] Knowing and understanding the key principles of sound assessment and translating those into quality information about students’ achievements and effective instruction are considered essential.
(BERGER, A. Creating Language ‐ Assessment Literacy: A Model for Teacher Education. In: HÜTTNER, J.; MEHLMAUER‐LARCHER, B.; REICH, S. (eds.) Theory and Practice in EFL Teaching Education: Bridging the Gap. Multilingual Matters, 2012. pp.57‐82.)