Hotline - Starter - New tests and grammar reference

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What is in this supplément?
The Hotline Elementary new tests supplément contains:
• A diagnostic test.
• One test for each Student's Book unit, except for the revision units. There are tests for the revision units in the Teacher's Book.
• A test key.
• A Grammar référencé section.
You can photocopy the tests and Grammar référencé section for your students.
What is in the tests?
1 The diagnostic test has questions on grammar, vocabulary, reading, and writing. It is marked out of 50.
2 Each of the unit tests contains questions on grammar, reading and writing. Each test is marked out of 20, with 8 marks for grammar (40%) and 12 marks for reading and writing (60%).
What information will the tests give?
1 The diagnostic test is designed to give information about the students' previous English learning before they start Hotline Elementan/. This will help in planning how to use the book, give information on the students' strengths and weaknesses, and help in judging the progress they make during the course.
2 Each of the unit tests is designed to show whether the students have understood and can use the language in each unit, or whether they need some revision or extra practice. The tests will also give information on students' progress in reading and writing skills.
How can students' learning be evaluated?
Evaluation of students' learning is more than just a question of scores on tests. Other things are equally important, and these tests are designed to be used together with other methods. 1 Informai continuous assessment. Informai continuous assessment is really a matter of being observant. Pay attention to individuáis while they are working in class; observe them during speaking activities; listen to their concerns and notice the type of questions that they ask. An observant teacher who listens to the students will be able to get a view of
their progress and achievement which is much richer and more accurate than that given by tests alone. This type of observation can also give information on how students learn best, and help you to evaluate and develop your teaching and the materials that you are using.
2 Formal continuous assessment. This usually takes the form of individual records for each student, where the teacher gives regular grades for each aspect of performance. You can monitor and grade students' speaking ability in role plays, class discussions, pair work etc., as well as the writing that they do during the course, and the grades you give for homework. The method you use to give grades can be the same as that used for informal assessment - i.e. observation of your students as they learn and practise. If you have a large class, it can be useful to select a small number of students to observe each lesson. Involve these students as much as possible, pay particular attention to them during pair and group work. This will help to ensure that you get information on all students, not just those who participate a lot.
3 Self-evaluation. Self-evaluation can help students to work out their strengths and weaknesses, and to take responsibility for their own learning. It helps them to understand how they learn best, and how they can help themselves by keeping notes, revising, keeping word lists, etc. The Learning diary sections in each unit are designed to help students do this. It is also important to discuss students' progress with them regularly.
4 Formal tests. Each of the tests in this booklet will give a score for each student. This will show how the students rank in comparison to each other. Such comparisons can be highly motivating by setting a target for progress and giving a sense of concrete achievement. Failure in a test, however, can be discouraging and so it is as important to focus on the students' performance in the different parts of the test as on the overall results. This will highlight areas where weaker students have made progress and also helps you to structure a review and consolidation programme for the class. For example, if all students have problems with one of the grammar tasks, you obviously need to re-teach or revise this point. If an individual student has problems with a task, that student can be advised to do some extra work on that aspect. In this way, the tests can become a useful part of the teaching and learning process. Vissza