Week 13-17 (November 8-12, 2021)

ASSESSMENT OF THE
MACROSKILLS
This chapter will introduce to you the different assessment strategies across the different
macro skills.

Pre- Competency Checklist

At the end of this chapter, the student is expected to:
recognize the different assessment strategies across the different macro skills in
English.

Learning Resources
The content of this chapter was taken from various resources and the student is advised to visit
these references for further reading:
Language and Literature Assessment: A Comprehensive Guide – Mildred B. Go, Ph.D. and
Ofelia T. Posecion, Ph.D. (2010)

Explore

ASSESSMENT OF THE MACROSKILLS

I. Testing the Receptive Skills

A. Testing Listening
The four skills of speaking, listening, writing, and reading are seen as interrelated skills
that occur simultaneously in oral or written communication. Tests for each skill may involve
not only one but two or more skills, however, this module and the next will attempt to present
distinct classifications of assessments involved in each type in terms of tasks and test formats.
In general, the skill of listening may be tested in two ways: through sound discrimination
and listening comprehension. (Harris, 1969)
 1. Sound Discrimination
For beginners of language learning, it is important that they are able to distinguish the
sounds of the language clearly to help them understand the message they hear. In English for
example, there are several sounds that are phonetically different. Words that are same except
for one sound may cause confusion to the listener who cannot discriminate these different
sounds. A teacher who instructs his/her students to bring a ‘mop’ the nest day find a ‘map’
instead, if the sound [o] instead of [a] was heard by the student.
A common task for students in testing auditory discrimination is distinguishing sounds
in minimal pairs. For beginning level groups, these are often formulated in selection test types
where the examinee identifies the different sounds in a group of similar sounds except one.
Examples:
I. BEGINNER
a. VOWEL SOUND
1) Directions: Write YES if the two words heard in each pair
have the same vowel sounds; NO, if they have different
sounds.
1. meat – met
2. still – steel
3. draw – drew
4. green – grin
2) Directions: Write the letter of the word that has a different
vowel sound in each group. If all the words sound the same,
write S.
1. a. been b. bean c. bin
2. a. cop b. cap c. cup
3. a. pill b. peel c. feel
4. a. him b. hymn c. hem
5. a. leak b. lick c. like
b. CONSONANT SOUND
Directions: Write YES if the initial consonant sound in each pair
sound the same; NO if they sound different.
1. pill – fill
2. thought – taught
3. best – vest
4. sip – sit
5. cool – call
 II. ADVANCED
For advanced level learners, the words may be used in sentences which students will copy.
Another way is asking students to identify from a group of pictures one which is referred to by
the teacher in his/her sentences using words of similar sounds. In this test, students are expected
not only to rely on their listening skills but also on their comprehension and spelling skills.
Directions: On your paper, copy the following pairs of sentences:
1. His cot is small. His cat is small.
2. She bought a fan. She bought a pan.
3. The child drew a lamp. The child drew a lamb.
4. I placed the pin in my pocket. I placed the pen in my pocket.
5. The lady stood in front of the glass. The lady stood in front of
the class.
The same sentences may be accompanied by pictures illustrating them,
from which students will pick the right choice.

2. Listening Comprehension
Tests on listening comprehension also vary according to learner’s proficiency. For the
intermediate group, tasks may consist of responding to requests, answering questions,
following directions, repeating message, etc. Common test types for these tasks are question-
answer, stimulus-response, and listen-repeat.
Examples:
I. BEGINNER
a. FOLLOWING DIRECTIONS
Direction: Do the following actions:
1. Erase the writings on the board and sit down after.
2. Face the student behind you and shake his/her hand.
3. Open the door and the window nearest to it.
4. Stand in front and place both hands on the table.
5. Take your bag and hold it with your left hand.
b. ANSWERING QUESTIONS
Direction: Answer the following questions:
1. What are your parents’ occupations?
2. How long have you been stating in your current address?
3. Why did you choose to study in this school?
4. What do you often do during your free time?
5. Where would you want to travel, given the chance?
II. ADVANCED
Direction: Listen to the conversation between Joanna and Kyle in
school. Circle the letter of the answer that best completes the sentence
based on the conversation.
(Taped transcript)
Joanna: Hi Kyle! Have you written your essay in English 101?
Kyle: Not yet. I had to attend the choir’s rehearsal last week.
Joanna: Ah, yes. I heard you are competing in Malaysia next
month.
Kyle: Right. But I have been missing some classes because of it.
Joanna: You could probably ask our teachers for some make-up
assignments.
Kyle: I’m planning to, this week. I’m going to the library now to
write my essay.
Joanna: Good luck! See you in class.

1. Joanna and Kyle are classmates _________.

a. only in English 101
b. in English subjects
c. in several subjects
d. all subjects
2. Kyle has been absent from classes because he has been attending
__________.
a. choir practice
b. basketball practice
c. swimming practice
d. dancing practice
3. The choir is scheduled to compete in Malaysia __________.
a. tomorrow
b. next week
c. next month
d. next year
4. Kyle’s problem is he has not __________.
a. been attending classes
b. passed his essay
c. spoken to his professors yet
d. been practicing with the choir
5. Which statement best describe Kyle?
a. He is a happy-go-lucky student.
b. He prioritizes his extracurricular activities over his academics.
c. He tries to balance his academic duties with his non-academic
interest.
d. None of the above.
 B. Testing Reading
One of the most commonly tested skills in school is reading. Many qualifying
examinations in elementary, secondary, and tertiary schools focus on reading or consist largely
of reading comprehension. Perhaps, educators believe that one’s reading proficiency is a
reflection of his/her written language skills and other sub-skills such as constructing correct
sentences, using appropriate words to express ideas, organizing ideas logically, etc.
Reading tests may consist of the following: skimming to identify the gist or intent,
scanning to locate specific information, identifying a story line, identifying examples presented
in support of a fact or opinion, using context to guess the meaning of unfamiliar words or
structures, recognizing organizational features of text, identifying referents of pronouns, etc.
The level of complexity of the test depends largely on the type of reading passages.
Test formats include multiple choice, short answer, summary, information transfer, etc.
Examples:
The set of activities (intended for intermediate high proficiency group) will be based in the
selection below:

ALIEN CREATURES ON EARTH? A Roswell Incident

In stories, alien creatures have visited the Earth for thousands of years. The
ancient Greeks and Romans told tales of gods who visited the Earth from the
heaves and who possessed exceptional powers. Although science has proven that
these tales are mythical, people have reported and continue to report seeing
unidentified flying objects (UFOs) and extraterrestrial creatures who come to the
Earth from outer space.
Little evidence exists of most UFOs sightings except for the testimony of the
witnesses, and without physical evidence, these people cannot prove that their
experiences are true. However, a few stories are more convincing. One such event
happened on July 5, 1947, near Roswell, Mexico, USA.
On July 5, 1947, Dr. Holden, a professor at Texas Tech University, and some
of his students were searching for archeological sites when they found a crash site.
He reported the site and bodies of alien creatures. Major Easley who was stationed
at the Roswell Army Field in 1947, arrived at the crash site with other military
personnel. He immediately cordoned off the area around the craft while it was
checked for radiation. Once he knew that there was no danger, photographers took
close-up pictures, and the military personnel questioned Dr. Holden and his
students about what they had seen and then took them to the air base for further
interrogation. Easley instructed them that because the event could threaten national
security, they must not repeat the findings.

Military witnesses at the site stated that the craft was about seven meters and
heel-shaped with scalloped edges at the back and rounded nose. The impact had
torn the front, so some of the interior could be seen. They described the five dead
bodies as slender and approximately 1 to 1.5 meters tall with very large heads and
long , thin arms, definitely not human. The facial features were human-like, but the
eyes were much larger than a human’s and skulls were covered with fuzz, not hair.
Those at the crash knew the bodies were not human and later told the other officers
and family members that they had seen creatures.
 The bodies were out in bags and taken by ambulance to the military base. At
night they were taken to Washington, D.C., so that top government officials could
see the bodies. The craft was sent to Wright Field in Ohio, USA where the army
could study the wreckage. To date, there is no reliable report of an attempted
preliminary autopsy at the military base and no report on the craft.
(To learn more about the Roswell Incident, visit www.iufomrc.com)
From “Close Encounter of a Word Kind,”
English Teaching Forum, Vol. 37,
Number 4 (Oct-Dec 1999), 37.

I. SKIMMING TO IDENTIFY THE GIST

Direction: Encircle the letter corresponding to the correct answer.
The whole passage states that accounts about aliens on Earth are:
a. entirely true
b. absolutely false
c. awaiting confirmation
d. true and not, the aliens are true but the incident is fake
II. SCANNING TO LOCATE SPECIFIC INFORMATION
Directions: Answer the following questions:
1. When and where did the Roswell Incident happen?
2. Who were the direct witness of the incident?
3. From the description of the witnesses how did the craft and the creatures
inside look like?
4. Where the craft and the bodies taken and why?
III. MAKING INFERENCES
Directions: Encircle the letter of the corresponding to the correct answer for
each sentence.
1. It is difficult to establish the truth of the stories about aliens because ____.
a. There are no eyewitnesses to confirm them.
b. There are no physical evidences to prove them.
c. They are just product of man’s imagination.
d. They are just fictitious characters made to fear humans.

2. The most probable reason why to date, no confirmation of the Roswell

Incident has been released by the US government is that __________.
a. The findings might be a threat to national security.
b. The United States doesn’t have the scientific and technical capability
to examine the craft and the bodies to establish valid conclusions.
c. They were discovered as hoax.
d. Only the Russians can confirm whether the incident is true because
Russia is the pioneer in outer space.
IV. GUESSING MEANINGS OF UNFAMILIAR WORDS THROUGH
CONTEXT.
Directions: Select the most probable meaning of the underlined word based
on the context within which it is used in the sentence.
1. People have continued to report that they have seen UFOs and
extraterrestrial creatures.
a. horribly ugly
b. out-of-this-world
c. supernatural
d. heavenly
2. Major Easley immediately cordoned off the area around the craft while
it was checked for radiation.
a. examined
b. investigated
c. enclosed
d. marked
3. Dr. Holden and his students were taken to the air base for further
interrogation.
a. examination
b. investigation
c. study
d. questioning
4. The skulls were covered with fuzz not hair.
a. Fluffy particles
b. Rubbery strands
c. Sharp objects
d. Moles and warts
5. Science has proven that tales of Greek and Roman gods are mythical.
a. legendary
b. imaginative
c. superstitious
d. extraordinary
 II. Testing the Productive skills

A. Testing Speaking
Some language teachers consider testing the speaking and writing skills of the students
easier to evaluate that testing their listening and reading skills. The spoken and written skills
of learners are directly and immediately manifested, thus a teacher could tell off hand if they
are proficient or not in the language.
On the other hand, there are language specialists who believe that is more difficult to
assess the students’ productive skills with precision because of the simultaneous use of
different language abilities in speaking and writing. Either four or five components are
recognized as part of the speaking/writing process.
Regardless of its simplicity or complexity of evaluation, the construction of tests for the
productive skills is as varied as that of the receptive skills in terms of levels, types, and formats.
Speaking here does not refer to the eloquence of delivering a prepared speech but to
one’s ability to carry out a conversation using the language learned effortlessly.
In assessing the spoken ability of learners, several components have to be considered:
pronunciation, grammar, word choice, fluency. Often, these are the criteria used for evaluating
a person’s oral communication skill. Content and organization are not given as much emphasis
as the first four (Harris, 1969).

1. Testing Pronunciation
There are no fixed criteria for judging ‘good or bad’ pronunciation. Traditionally, correct
pronunciation is measured by the accuracy of imitating a native speakers’ way of pronouncing
words. To speak English correctly, one has to speak either the American or British way.
With the advent of the communicative approach of teaching/learning language, the
emphasis has shifted from accuracy to clarity/comprehensibility. As long as the pronunciation
does not impede the clarity of the message or the listener’s understanding of it, the
pronunciation is considered acceptable. Still, in testing specific sound production, one has to
follow certain standards.
Example:
RECOGNITION OF SIMILAR SOUNDS/STRESS
Direction: Form a list of words in each group, read the word that has the same vowel sound as
the guide word’s.
Guide Word
1. beat steak great leave break
2. food mood blood foot stood
3. map mall play said fast
4. saw small plow wow bough
5. let sit end lead grid
 2. Testing Grammar
Grammar tests involve correct usage of the verb forms and tenses, nouns and pronouns,
adjective and adverb forms, etc. In oral communication, grammatical usage may be tested
through sentence conversion (from negative to affirmative, statement to question, etc.),
answering questions, expansion (by modification in context (past to present tenses, singular to
plural nouns, nouns to pronouns, etc.).
Examples:
I. SENTENCE CONVERSION
Directions: Read the following statements aloud and change to questions
answerable by yes/no.
1. My friend, Luisa lives in Makati.
2. She and her sisters are renting a condominium along Buendia.
3. They used to go home everyday to Bulacan after school or work.
4. After a few months they realized it was impractical.
5. Now they have more time for study and leisure.
II. ANSWERING QUESTIONS
Directions: Answer the following questions appropriately.
1. What do you like most about your school?
2. How will you describe your classmates in three words? Your
teachers?
3. Why is college education important to you?
4. What are your immediate goals after college?
5. Whom do you consider your closest friend and why?

3. Testing Word Choice

One’s choice of words reflects his/her level of proficiency in the language. The richer
the vocabulary is, the more proficient the learner is expected to be. In oral communication,
vocabulary proficiency may be tested through word substitutions, supplying appropriate words
in the missing parts of sentences, selecting from a given list of words the most appropriate for
the sentence, etc.
Examples:
I. WORD SUBSTITUTIONS
Directions: Read the sentences aloud and substitute new but appropriate
words to underlined words.
1. Life in the city is tedious.
2. You need to wake up early everyday to avoid traffic congestion.
3. Going home is also a problem especially if your last class is Late.
4. You have to stand in line for long before you can get a ride.
5. Even if you are lucky enough to find a seat, you still need to wait hours
inside a jeep or a bus that moves and stalls every so often amidst a
tangled traffic.
 II. SUPPLYING APPROPRIATE WORDS TO MISSING PARTS
Directions: Complete each sentence by supplying the missing parts with
appropriate words.
1. _______________ along Rizal Park on an early Sunday morning can
be a _______________ experience.
2. Armed with your _______________ lunch and an umbrella, you
_______________ a bus or a jeep and _______________ along Taft
Avenue.
3. You _______________ walking from the giant map of the Philippines
to the _______________ of Rizal to the Quirino Grandstand,
_____________ of the inauguration of many of our
_______________.
4. As you walk, you _______________ people _______________ in
different activities: some are _______________, others are simply
exercising, several are just seated under the _______________ while
reading, sleeping, or _______________ with friends.
5. There are also bystanders, mostly _______________ selling their
wares and photographers _______________ you with please to take
your photos.
4. Testing Fluency / Ease and Speech of the Flow of Speech and
Comprehension
The speaker’s fluency in terms of ease and speed of the flow of speech may be difficult
to measure accurately because there are no standard rules as to what speed is sufficient or
insufficient. This may, however, be gauged from the speaker’s ability to answer questions
spontaneously or speak on any topic informally with ease and fluency. Speed alone will not
constitute fluency, because some speakers tend to speak fast, but they stammer or falter several
times in their talk which hinders the smooth flow of communication.
Comprehension is an essential part of communication. One’s oral communication ability
depends on his/her ability to understand the message received to which he/she needs to respond
to. Comprehension can be tested focusing on the speaker’s ability to reply quickly to a remark
or question clearly and completely.
All these component parts of the speech process can be rated simultaneously in an
interview using evaluation sheet. The teacher can devise the evaluation sheet himself/herself.
It must reflect the five components being rated, each consisting of a scale of qualities to be
rated according to assigned numerical values. It is advisable not to fill in the score sheet during
the interview
As it might affect the performance of the speaker. It is better to record the score interview and
rate the speaker using the score sheet afterwards.
Examples:
I. IMPROMPTU SPEECH
Speaking on the spot without having any preparation
a. Job Interview
b. Class Recitation
c. Question and Answer
 II. EXTEMPORANEOUS SPEECH
Speaking with enough time given to prepare for the outline of what would
be the content of your speech be.

The following activities must be evaluated using a rubric like the example
below:
Holistic Rubric for a Speech Activity
RAW SCORE DESCRIPTIVE SCORE
__________ 10 Speaks very fast; the message is very clear which
is highly evident of great comprehension of the
topic or question asked.
__________ 8 Speaks fast; the message is clear which is evident
of good comprehension of the topic or question
being asked.
__________ 6 Speaks moderately fast and the message is clear
enough which is evident of comprehension of the
topic or question being asked.
__________ 4 Speaks slow; part of the message is unclear which
is evident of limited comprehension.
__________ 2 Falters in speaking; the message is totally unclear
which means that no any comprehension is present.
__________ 0 Did not attempt to deliver a speech.

B. Testing Writing
Like in speaking, the teacher’s concern in testing the written skill does not pertain to
specific forms of writing such as creative or technical writing. Ability to write these forms is
later developed after the student has gained mastery of the basic writing skills.
Testing writing is focused primarily on evaluating the students’ ability to express their
ideas in writing taking into consideration its five component parts: Content, form, grammar,
style and mechanics (Harris, 1969).
1. Testing the Content
Content refers to the ideas expressed in the writing. Oneness of general idea must be
observed by the writer. All parts of the composition must relate to one main topic. Test items
focusing on content may include writing specific details, identifying and deleting unrelated
sentences in a paragraph.
Examples:
I. PROVIDEING SPECIFIC DETAILS TO GENERAL IDEAS
Directions: Write 5 specific details related to the given general statements.
1. Traveling to foreign countries is rewarding.
2. The Filipino drama series reflect the country’s cultural practices.
3. Some Filipino cultural traits are negative.
4. My best friend and I are the exact opposites.
5. Life is like a stage.
 II. WRITING A GENERAL STATEMENT TO EXPRESS THE MAIN
IDEA OF EACH GROUP OF SENTENCES
Directions: Write a general statement to express the main idea of each
group of sentences.
1. __________________________________________________.
1) He is often absent in class.
2) He seldom recites.
3) He fails most of his quizzes.
4) He seldom passes an assignment or a seatwork.
5) He sometimes cuts classes.
2. __________________________________________________.
1) She is always near when I need her.
2) She remembers the special occasions in my life.
3) She can keep sensitive matters a secret.
4) We like almost the same things.
5) She’s lavish with her praises but candid with her criticisms.

2. Testing the Form

Form refers to the organization of the content into a unified, coherent written
presentation. Tests of this type include ordering ideas into logical order: chronological, spatial,
inductive, deductive, etc.; connecting ideas using appropriate connectors; using topic sentences
at strategic points and trying up ideas with a clincher sentence.
Examples:
I. ORDERING SENTENCES IN LOGICAL ORDER
Directions: Arrange the following sentences in jumbled order into one
coherent paragraph. Place the letter corresponding to the order in number
1, the nest in number 2, etc.
1. (a) Each leap year we add that day onto the end of February.
2. (b) Because of this, every 4 years an extra day is added to the calendar
so we don’t fall behind in the natural cycle of things.
3. (c) The earth’s solar orbit takes 365 and a quarter days.
4. (d) In this way, the calendar is readjusted into the astronomical
timetable.
II. CONNECTING IDEAS USING AN APPROPRIATE CONNECTOR
Directions: Complete the following paragraph by supplying appropriate
words that will make the ideas clear and coherent.
Among the wonders of Jamaica is a body of water called Luminous
Lagoon. By day, _____ is a nondescript bay on the country’s northern
(1)

coast. By _____, it is a marvel of nature.

(2)
If you visit _____ after dark, _____ notice _____ the water is filled
(3) (4) (5)
 _____ millions of phosphorescent organisms. _______ there is
(6) (7)
movement, the _____ and the creatures in the bay glow. When fish
(8)
_____ past your boat, for example they light up _____ waterborne
(9) (10)
fireflies. _____ the boat glides through water, the wave shines brightly.
(11)
III. WRITING A TOPIC SENTENCE AND A CLINCHER SENTENCE
Directions: Write an appropriate beginning or ending to the following
paragraphs to highlight the main ideas.
1. _______________________________________________.
You see not only new places on the other side of the globe, you also
get first-hand information about the customs and practices of different
races. On top of this is the opportunity to study the languages of these
people. Lots of other things also expose you to different new
experiences like riding a bullet train, eating extra ‘hot’ dishes, being
transported through cable cars, etc. Indeed, going abroad is a
rewarding experience!
2. Teaching is a noble profession, especially in this country.
Unlike the Nursing course, Education does not dangle to the students
the opportunity of working abroad when they enroll. Those who take
Education know that the job is not lucrative because salaries of
teachers are not big. Yet, many students want to become teachers.
When asked about their reasons, some say they want to be part
of the education of the youth; others claim they love working with
children; the more enterprising ones plan to put up their own schools
after several years. _______________________________________.

3. Testing Grammar
Grammatical usage is always a part of any language test. A proficient speaker or writer
must have a good command of the grammar of the language he/she is using. A test in grammar
is a test of grammatical forms and syntactic patterns. Grammatical forms refer to the use of
correct parts of speech like the plural and possessive forms of nouns; the case, number and
gender; forms of pronouns; tense forms of the verbs; derivational and comparative forms of
adjectives and adverbs. Syntactic patterns involve the proper combinations of words and their
correct placement in sentences.
Examples:
I. CHANGING THE TENSE OF THE VERB
Direction: Change the forms of the verbs in the parentheses to past.
Soon after her family (leave) for the evening, Carol (start) to think
that her hospital room must be the loneliest place in the world. Nigh time
 had (fall), her fears about her illness (be) back, and she (feel)
overwhelming despair as she (lie) there alone.

II. SUPPLYING THE APPROPRIATE FORM OF PRONOUN

Direction: Fill in the blanks with appropriate pronoun forms.
It has been said that “one person’s junk is another’s treasure.” Clear
_____ house of “unnecessary items” before moving to a smaller home,
_____ found _____ very difficult. _____ was often angered by _____
parents’ refusal to part with things _____ had not used for decades.
Finally, David’s father helped _____ understand that even the worn out,
useless items were tied to close friends and important events. Clearing
the clutter felt like throwing away _____ very lives.

4. Testing Syntactic Patterns

In linguistics, syntax is the study of how words and morphemes combine to form larger
units such as phrases and sentences. Central concerns of syntax include word order,
grammatical relations, hierarchical sentence structure (constituency), agreement, the nature of
cross linguistics variation, and the relationship between form and meaning. Basically, testing
syntactic patterns pertains to the proper placements of words or phrases in a sentence.
Examples:
I. COMBINING WORDS OR PHRASES TO FORM A COHERENT
SENTENCE
Directions: Combine the following groups of words into coherent
sentence.
1. and a candle in the other
Michaelangelo painted with a brush
from covering his masterpiece
legend has it that
in one hand
in progress
to prevent his shadow
2. millions of TV sets
to receive digital signals
would stop working today
a year ago, I read
unless they were able
an article saying that
II. PUTTING THE MODIFIERS INTO THEIR PROPER PLACES
Directions: Rewrite the following sentences inserting the modifiers in
parenthesis in their proper places.
1. The boy unleashed his dog at the party. (last Sunday, unruly,
mischievous, children’s)
 2. As he stood at the veranda staring at the night, he was besieged by
nostalgia for his homeland. (starless, gripping, hotel, suddenly, long
forgotten).
3. The cottage looked deserted. (on top of a hill, old, lone, small)

5. Testing Style
Style pertains to the choice of structures and lexical items to give a particular tone or
flavor to the writing. Choice of structures refers to various ways of expressing sentences. They
may start with the subject, the verb, or the modifiers; they may be expressed in active or passive
voice; they may be simple, compound or complex, etc.
Lexical items involve vocabulary usage. Style in writing, appropriateness, and variety.
The first rule in communication is clarity of ideas. Even in literary or creative writing, the
writer’s goal is to be understood. Next is appropriateness of word to the intended meaning.
Miscommunication can occur for using inexact words. Variety is the third guide. It prevents
monotony and redundancy.
Examples:
I. TESTING VARIETY OF STRUCTURES
Directions: Re-arrange the following sentences according to the directions
given.
1. The contestant was looking anxious when he encountered the theater.
(Begin with ‘When’ and ‘Looking’)
2. The ushers instructed the guests to wait at lobby. (Change to passive
voice)
3. She went home early yesterday. Classes were suspended because of
power outage. (Combine into complex sentence.)
II. TESTING LEXICAL ITEMS
Directions: From the given list, select the appropriate word to substitute
for word ‘beautiful’ in the paragraph. Use each word only once.
I was speechless at the sight of our new home! Everything looked
beautiful. It was beautifully painted with a combination of beige and
yellow. The grounds were enclosed by beautiful white picket fences. The
first thing that caught my attention as I opened the gate was the array of
beautiful flowers lining the pathway: roses, daises, carnations, gladiolas,
etc. There was a small veranda in front with a beautiful swing on the left
and a coffee table with two chairs on the right. As I opened the beautiful
carved wooden door, the brightly lighted living room greeted me with its
beautiful chandelier hanging at the center the walls were all made of glass
covered with beautiful white lace and flowery silk curtains. All the other
rooms in the house, from the kitchen to the bed rooms were furnished with
beautiful furniture and beautiful wall decorations. The house looked like
a showcase from a home magazine!
(attractive, cozy, marvelous, intricate, freshly, arresting, expensive, artistic, sturdy, colorful)
 6. Testing Mechanics
The mechanics of writing refers to the proper use of graphic symbols such as
punctuation, capitalization, and abbreviation. Certain rules govern the use of these graphic
symbols. Since they are important in written communication, student must gain mastery in
suing these symbols by following the rules. A complete handbook on the mechanics of writing
is available in the library.
Examples:
I. TESTING PUNCTUATIONS
Directions: Insert in the parentheses provided the correct punctuation
marks.
When ( ) Stanley Jones ( ) well ( ) known missionary to India ( )
had the opportunity to meet with Mahatma Gandhi, he asked a searching
question of India ( ) s revered leader ( ) ( ) How can Christianity make a
stronger impact on your country ( ) ( ) Gandhi thoughtfully replied that
three things would be required ( ) First ( ) Christians must begin to live
more like Jesus ( ) Second ( ) the Christian faith should be presented
without any adulteration ( ) Third ( ) Christians should emphasize love (
) which is at the heart of the gospel
()
II. TESTING ABBREVIATIONS AND CAPITALIZATIONS
1. The 4,000-mile-long great wall of china was built to keep out invaders
from the north. The first wall was constructed by shi Huangdi, the first
emperor of china, who lived between 259 and 210 before christ. But
in anno domini 1644 the great manchus broke through the great wall
and overran china.
2. As soon as she earned her master of science degree in mathematics,
my friend liza, applied for scholarship at the Massachusetts institute
of technology where after three years of rigorous study and hardwork,
she finished her doctor of philosophy degree in mathematics. How she
is visiting lecturer at the university of California los angeles and a
consultant of a trading company in Washington, district of Columbia.
 Discussion Board
1. As a language teacher, why do think we have to assess our students’
macro skills?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

2. How will you assess your students’ Listening Skills?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

3. How will you assess your students’ Reading Skills?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
 4. How will you assess your students’ Speaking Skills?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

5. How will you assess your students’ Writing Skills?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
 Post- Competency Checklist

Create tasks intended for the assessment of the macro skills. Provide Rubrics if
necessary

1. Testing Listening
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

2. Testing Reading
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
 3. Testing Speaking
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

4. Testing Writing
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________