PUC/Minas – 2014 – VESTIBULAR – 1º SEMESTRE – LÍNGUA INGLESA – PONTIFÍCIA UNIVERSIDADE CATÓLICA DE MINAS – PROVA COM GABARITO.

❑ PROVA DE LÍNGUA INGLESA: PUC/MINAS-2014-VESTIBULAR- 1º SEMESTRE.

❑ ESTRUTURA-PROVA:

➭ 05 Multiple Choice Questions / 5 Options Each Question

➭ Text – | Students Should Be Tested More, Not Less | www.theatlantic.com |

❑ PROVA:

Students Should Be Tested More, Not Less

"Testing is terrible for learning". This often repeated saying has become accepted as true without proof. Opposition to testing and its associated ills has led to an over-generalization of the word "test" and an unjustifiable reputation as the personification of all that is wrong with education.

Henry Roediger, a cognitive psychologist at Washington University, compared test results of students who used common study methods — reading material, highlighting, and writing notes — with the results from students repeatedly tested on the same material. Roediger found that taking a test on material can have a greater positive effect on future retention of that material than spending an equivalent amount of time restudying it. Remarkably, this remains true “even when performance on the test is far from perfect and no feedback is given on missed information.”

Some tests, however, are more effective in eliciting this positive effect than others. Standardized tests, like IQ tests, are designed to measure developed knowledge or abilities. They are “summative,” as they measure students’ sum total knowledge or ability at a fixed point in time. Summative tests are not intended to shape future teaching. “Formative assessments,” on the other hand, are designed to discover what students do and do not know in order to shape teaching. They are not meant to simply measure knowledge, but to expose gaps in knowledge so teachers may adjust future instruction accordingly. At the same time, students are alerted to these gaps, which allows them to shape their efforts to learn the information they missed.

Roediger asserts that educators ought to be using formative assessments early and often in the classroom to strengthen learning throughout the unit rather than waiting until the end and giving a summative assessment.

FROM: http://www.theatlantic.com.

Acesso: 28/01/2014. Adapted.)

36 – (PUC/Minas-2014-VESTIBULAR-1º SEMESTRE)

According to Roediger, to have a more effective learning educators should use
(A) formative assessments at the end of units.
(B) formative assessments during the units.
(C) summative assessments during the units.
(D) summative assessments instead of formative ones.
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TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Segundo Roediger, para se ter um aprendizado mais eficaz, os educadores devem
(A) avaliações formativas no final das unidades.
(B) avaliações formativas durante as unidades.
(C) avaliações somativas durante as unidades.
(D) avaliações sumativas em vez de formativas.

37 – (PUC/Minas-2014-VESTIBULAR-1º SEMESTRE)

The words on the other hand in “Formative assessments, on the other hand,” (paragraph 3) conveys an idea of
(A) conclusion.
(B) addition.
(C) finality.
(D) contrast.
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TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

38 – (PUC/Minas-2014-VESTIBULAR-1º SEMESTRE)

The main objective of summative tests is to
(A) find out what the students do not know yet.
(B) measure developed knowledge or abilities.
(C) compare and study students’ performance.
(D) expose the gaps in the educational system.
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TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

39 – (PUC/Minas-2014-VESTIBULAR-1º SEMESTRE)

Henry Roediger concluded that taking a test can have a greater positive effect than spending an equivalent amount of time restudying a material even if
(A) learners find the test complex and difficult.
(B) later feedback on the test is given to students.
(C) students’ performance on the test is not good.
(D) teachers prefer doing exercises to doing tests.
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TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

40 – (PUC/Minas-2014-VESTIBULAR-1º SEMESTRE)

People generally believe that testing is terrible for learning because
(A) this saying has been frequently repeated.
(B) students think tests are extremely difficult.
(C) testing is responsible for bad education.
(D) most teachers prefer tests to exercises.
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TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO: