Questão 4122856

• Banca: VUNESP
• Órgão: Prefeitura de São José dos Campos - SP
• Ano: 2019
• Provas: VUNESP - 2019 - Prefeitura de São José dos Campos - SP - Professor II - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Leia o texto e responda à questão.

    For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.

    Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.

    One example of a communicative test has been referred to as a “storyline” test. In such a test, a common theme runs throughout in order to assess the effects of context. The basis for such an approach is that the respondents learn as they read on, that they check previous content, and that the ability to use language in conversation or writing depends in large measure on the skill of picking up information from past discussion and using it in formulating new strategies.

    Swain (1984), for example, developed a storyline test of French as a foreign language for high school French immersion students. The test consisted of six tasks around a common theme, “finding summer employment”. There were four writing tasks (a letter, a note, a composition, a technical exercise) and two speaking tasks (a group discussion and a job interview). The test was designed so that the topic would be motivating to the students and so that there would be enough information provided in order to give the tasks credibility. There was access to dictionaries and reference material, and opportunity for students to review and revise their work. Swain’s main concern was to “bias for best” in the construction of the test – to make every effort to support the respondent in doing their best on the test.

(Andrew D.Cohen. Second Language Assessment. IN: Marianne Celce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)

Good tests, according to the first and second paragraphs,

• A. must be reliable, practical and easy to administer and score.
• B. must be always interesting for students to take, and simple for teachers to correct.
• C. should bring feedback information to both teachers and students.
• D. should evaluate general information instead of concentrating on details.
• E. can have a variety of formats, from multiple-choice to oral interaction questions.

Gabarito: C

Comentários

• A questão cobra interpretação de um texto sobre testes comunicativos no ensino de línguas estrangeiras.
  
  
  Vamos analisar o enunciado:
  
  
  Good tests, according to the first and second paragraphs.... = Bons testes, de acordo com o primeiro e segundo parágrafos...
  
  
  Vejamos o trecho em questão, os 2 primeiros parágrafos:
  
  
  For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.    Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.
  
  
  Tradução:
  
  
  Durante anos, a atenção foi dada aos chamados testes comunicativos - geralmente implicando testes relacionados à fala. Mais recentemente, esforços têm sido feitos para projetar testes verdadeiramente comunicativos de outras habilidades linguísticas, como a compreensão de leitura.
       Canale (1984) aponta que um bom teste não é apenas aquele que é válido, confiável e prático em termos de aplicação e pontuação, mas sim aquele que é aceito como justo, importante e interessante pelos participantes do teste (os professores) e usuários de teste (os alunos). Além disso, um bom teste tem potencial de feedback, recompensando professores e alunos com informações claras, ricas, relevantes e generalizáveis. Canale sugere que a aceitabilidade e o potencial de feedback muitas vezes receberam baixa prioridade, explicando assim o curioso fenômeno dos testes de múltipla escolha que afirmam avaliar as habilidades de interação oral.
  
  
  Analisando as alternativas teremos:
  
  
  A) ERRADO - must be reliable, practical and easy to administer and score. = deve ser confiável, prático e fácil de administrar e pontuar.
  A palavra fácil (easy) não foi utilizada para se referir aos testes.
  
  
  B) ERRADO - must be always interesting for students to take, and simple for teachers to correct. = deve ser sempre interessante para os alunos fazerem e simples para os professores corrigirem.
  O fato de serem simples para os professores corrigirem não foi mencionado no texto.
  
  
  C) CORRETO - should bring feedback information to both teachers and students. = deve trazer informações de feedback para professores e alunos.
  Veja parte em negrito na tradução acima.
  
  
  D) ERRADO - should evaluate general information instead of concentrating on details. = deve avaliar as informações gerais em vez de se concentrar nos detalhes.
  Concentração em detalhes não foi mencionado no texto.
  
  
  E) ERRADO - can have a variety of formats, from multiple-choice to oral interaction questions.  = pode ter uma variedade de formatos, desde questões de múltipla escolha até perguntas de interação oral.
  Variedade de formatos não foi mencionada no texto.
  
  
  
  GABARITO DO PROFESSOR: ALTERNATIVA C.
  
  

• "Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students)."

  gab.: C

• Para quem ficou na dúvida, como eu, entre a alternativa A e a C....

  O ponto errado da A é a palavra easy - no texto não diz nada sobre ser fácil de administrar e avaliar, mas sim prático. E na alternativa coloca a palavra "practical" separada da ideia de "administration and scoring".