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This unit explored different kinds of tests students might be interested in taking and/or teachers might be interested in administering to gauge language level and progress. It is essential that testing is always seen as a tool and not an end point itself. Tests can be a great way to get information about students' language levels that might not always be apparent in class. For instance, a student who is very shy might appear not to be progressing very well, but in a one-on-one spoken exam may suddenly demonstrate previously unseen ability. Another student may seem to have strong English skills because he/she is loud and confident in class, but may struggle in a written portion of a test. What is observed in class is not always a true indication of students' abilities, but nor is a test. There is no single measure, but observation and testing used in tandem is more likely to provide a teacher with accurate information. For many students, external exams might be essential to their personal and professional goals. Even if a teacher does not feel these tests are the best way to measure ability and does not like 'teaching to the test,' it is important to balance these feelings with students' objectives for the course.
