University Waiting List or Apply!


Subj. Waiting List or Apply

Include. Your name

Include Country:

Course level you want to Apply for or waiting list for exam or test or working qualifications or degree or school credit certificate course.

All emails’, this fourm of email ,address above ,can or will,be answered within 72 hours or before.

Any, question’s ?



Relating to schools, colleges and universities, or connected with studying and thinking.


© UCLES 2011 5

Consolidate, reinforce 

To return to something in order to allow learners to understand and remember it more completely. For example, learners can consolidate a grammar point by doing extra practice.


A sound in which the air is partly blocked by the lips, tongue, teeth etc. Any letter of the English alphabet which represents these sounds, e.g. d  /d/, c  /k/. See diphthong and vowel

Assessment noun, assess verb 

To discover, judge, test or form an opinion on learners’ ability, proficiency or progress either formally or informally. 

Continuous assessment 

A type of testing which is different from a final examination. Some or all of the work that learners do during a course is considered by the teacher on a regular basis and contributes to the final grade given to learners. It may also include regular monitoring of classroom performance and contribution. 

Diagnostic assessment 

A type of testing aimed at identifying – diagnosing – aspects of language and skills where learners have weaknesses (or strengths) which subsequently informs the teachers’ future lesson planning. See teacher roles. 

Formal assessment

When a teacher judges learners’ work through a test and then gives a formal report or grade to learners, to say how successful or unsuccessful they have been. 

Formative assessment 

When a teacher uses information on learners’ progress during a course to adapt their teaching and/or to give learners feedback on their learning. 

Informal assessment

When a teacher decides whether a learner is doing well or not, or whether a course is successful or not, by observing learners rather than setting a test or writing an official report or giving a grade. 

Peer assessment 

When learners give feedback on each other’s language, work, learning strategies, performance. 

Performance assessment 

Typically this involves observation of classroom performance to assess how well learners express themselves during specific tasks by checking performance against criteria. Teachers can evaluate if learners achieved the purpose of the task. 

Portfolio assessment 

This is a type of formative assessment and also continuous assessment. It consists of a collection of learners’ work done over a course or a year which shows evidence of development of their language skills. 


When learners decide for themselves how good they think their progress or language use is. 

Summative assessment 

A type of assessment done at the end of a course where the focus is on learners receiving a grade for their work rather than receiving feedback on their progress. 

Assessment chart/Assessment profile 

A chart designed by the teacher and used for diagnostic purposes. The chart includes learners’ names and assessment criteria. The teacher uses it to monitor and record comments on learners’ progress and achievement in English. The comments are based on observation of learners working during class time, and/or on samples of written work done for homework. See chart, pupil profile chart. 

Assessment criteria 

The qualities against which a learner’s performance is judged for assessment. For example, assessment criteria for judging learners’ writing may be: accuracy of grammar, use of vocabulary, spelling and punctuation, organisation of ideas.

Assessor: see teacher role. 

► Assimilation 

When a sound in connected speech becomes similar to a neighbouring sound e.g. in the sentence He grew up in Britain, the /n/ in ‘in’ is likely to be assimilated to / m / resulting in / ˆmbrˆtWn /.

Content and Language Integrated Learning (CLIL)

An approach in which a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role. 

Content-based instruction, content-based learning 

An approach to teaching, traditionally associated with the US, in which non-native speakers, often from minority language groups, are learning the target language to enable them to integrate into mainstream classes.

Refer to the graph, below. Introducing the New English Language Proficiency Standards,

%d bloggers like this: