Given that reading strategies should be selected in accordance with both the students’ proficiency levels and the genre of the text, align each text genre with the corresponding level of students’ proficiency.

I. Shopping lists, dialogues, postcards

II. Editorials, research summaries, literary texts

III. Newspapers, magazines, short stories

( ) Beginners

( ) Intermediate students

( ) Advanced students

Brown and Abeywickrama (2019) also provide comprehensive explanations of language assessment and its implementation in classroom contexts. In Chapter II, the authors discuss five fundamental principles of language assessment. Read each principle carefully and match it to its corresponding definition.

I. Validity

II. Practicality

III. Reliability

IV. Authenticity

V. Washback

( ) This principle refers to the logistical, down-to-earth, administrative issues involved in making, giving, and scoring an assessment instrument.

( ) This principle positively influences what and how teacher teach and learners learn.

( ) This principle has consistent conditions across two or more administrations and gives clear directions for scoring and evaluation. It also contains items/tasks that are unambiguous to the test-taker.

( ) This principle reflects real-world language use. It contains language that is as natural as possible.

( ) This principle measures exactly what it proposes to measure, relying as much as possible on empirical evidence (performance).

The correct sequence is: