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| Testing and Evaluation | ||||||||||||||||||||
| Validity | ||||||||||||||||||||
| Learners should be able to expect that the test measures what it is supposed to measure and that this measurement is approprate for this group of learners. | ||||||||||||||||||||
| Implication: | ||||||||||||||||||||
| The test or evaluation should match the objectives | ||||||||||||||||||||
| Terminal Objectives: | ||||||||||||||||||||
| Objectives that represent the "final communicative destination" of the learner. This objective should be achieved within a real-life context. | ||||||||||||||||||||
| Enabling Objectives | ||||||||||||||||||||
| Objectives that 'enable' or help learners to reach the "final communicative destination." These are objectives that may be found during the course of instruction (i.e. Presentation Step) and are not necessarily found within a real-life context. | ||||||||||||||||||||
| Implication: | ||||||||||||||||||||
| We should focus mostly on the terminal objective (which provides a real life context when we evaluate students at the end of each lesson. We may be evaluating the enabling objectives as we are presenting the text and language structures during the lesson. | ||||||||||||||||||||
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