Achievement Tests
Apart from a progress test the teachers employ another type – achievement test. According to Longman Dictionary of LTAL (3), an achievement test is a test, which measures a language someone has learned during a specific course, study or program. Here the progress is significant and, therefore, is the main point tested.
Alderson (1996:219) posits that achievement tests are “more formal”, whereas Hughes (1989:8) assumes that this type of tests will fully involve teachers, for they will be responsible for the preparation of such tests and giving them to the learners. He repeats the dictionary defining the notion of achievement tests, adding just that success of the students, groups of students, or the courses.
Furthermore, Alderson (ibid.) conceives that achievement tests are mainly given at definite times of the school year. Moreover, they could be extremely crucial for the students, for they are intended either to make the students pass or fail the test.
At this instant the author of the paper is determined to compare a progress and achievement test. Again if we look at these two types they might seem similar, however, it is not so. Drawing on the facts listed above (see sub-chapter 2.3) we can report that a progress test is typically used during the course to check the acquisition of an excerpted material. An achievement test checks the acquisition of the material, as well. Although, it is far different in its application time. We basically use an achievement test at the end of the course to check the acquisition of the material covered during the study year, not bits of it as it is with a progress test.
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
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