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This unit went over evaluation and testing, critical components of effective teaching and learning. There are different types of evaluation: placement tests, diagnostic tests, progress tests, and external or formal exams. Placement tests, as the name implies, are given to place a student in his or her particular language level category. Usually they are multiple choice questions with a spoken interview to ensure a student is able to communicate and participate at the required level. These interviews in a placement test generally start off with simple questions such as \"what is your name, how old are you, what colour is my shirt etc\" and move into more complex tenses and grammar until a student shows difficulty in understanding and responding, thus providing their proper placement. Diagnostic tests are distributed prior to a new unit and are intended to gather information on students' already existing skills and challenge/strength areas. Diagnostic testing thus helps teachers properly prepare and tailor an upcoming unit. Progress tests are commonly distributed constantly throughout a unit and are intended to give teachers and students an assessment of \"learning while learning.\" This not only gives teacher an assessment of how his or her students are doing and if any review lessons are needed, but also provides the students with valuable information on where they are at in their language learning. The progress tests themselves can act as good practice and review for students as well in preparation for formal or external exams. External exams are done outside of the school and a list of such exams are provided in this unit (i.e.Cambridge assessment tests and general external examinations). Depending on reason for learning English and location, students will complete the appropriate examination. Formal testing is often not popular amongst teachers as many believe that such examinations are a test of students' memory rather than skill, however, many schools and institutions require formal testing. Formal tests are given at the end of a unit or term and are cumulative in nature. It is important that all formal tests include the four language skills of reading, writing, speaking, and listening, especially progress tests. Teachers should be encouraged to be creative in the tests they distribute. This will help utilize diversity in student strengths and ease test anxiety. For example, a game can be a means of a progress test rather than a formal, independent paper and pen examination. Open book progress tests, creative constructions (i.e. stories, plays, research project), and group work are also other means of evaluation and assessment. A teacher, however, should always be observing students for challenges and progress being made.
