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READ THE TEXT AND ANSWER THE FOLLOWING QUESTION:
Chatbots could be used to steal data, says cybersecurity agency
The UK’s cybersecurity agency has warned that there is an increasing risk that chatbots could be manipulated by hackers.
The National Cyber Security Centre (NCSC) has said that individuals could manipulate the prompts of chatbots, which run on artificial intelligence by creating a language model and give answers to questions by users, through “prompt injection” attacks that would make them behave in an unintended manner.
The point of a chatbot is to mimic human-like conversations, which it has been trained to do through scraping large amounts of data. Commonly used in online banking or online shopping, chatbots are generally designed to handle simple requests.
Large language models, such as OpenAI’s ChatGPT and Google’s AI chatbot Bard, are trained using data that generates human-like responses to user prompts. Since chatbots are used to pass data to third-party applications and services, the NCSC has said that risks from malicious “prompt injection” will grow.
For instance, if a user inputs a statement or question that a language model is not familiar with, or if they find a combination of words to override the model’s original script or prompts, the user can cause the model to perform unintended actions.
Such inputs could cause a chatbot to generate offensive content or reveal confidential information in a system that accepts unchecked input.
According to the NCSC, prompt injection attacks can also cause real world consequences, if systems are not designed with security. The vulnerability of chatbots and the ease with which prompts can be manipulated could cause attacks, scams and data theft. The large language models are increasingly used to pass data to third-party applications and services, meaning the risks from malicious prompt injection will grow.
The NCSC said: “Prompt injection and data poisoning attacks can be extremely difficult to detect and mitigate. However, no model exists in isolation, so what we can do is design the whole system with security in mind.”
The NCSC said that cyber-attacks caused by artificial intelligence and machine learning that leaves systems vulnerable can be mitigated through designing for security and understanding the attack techniques that exploit “inherent vulnerabilities” in machine learning algorithm.
Adapted from: The Guardian, Wednesday 30 August 2023, page 4.
The newspaper headline expresses the agency’s:
Provas
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION:
Chatbots could be used to steal data, says cybersecurity agency
The UK’s cybersecurity agency has warned that there is an increasing risk that chatbots could be manipulated by hackers.
The National Cyber Security Centre (NCSC) has said that individuals could manipulate the prompts of chatbots, which run on artificial intelligence by creating a language model and give answers to questions by users, through “prompt injection” attacks that would make them behave in an unintended manner.
The point of a chatbot is to mimic human-like conversations, which it has been trained to do through scraping large amounts of data. Commonly used in online banking or online shopping, chatbots are generally designed to handle simple requests.
Large language models, such as OpenAI’s ChatGPT and Google’s AI chatbot Bard, are trained using data that generates human-like responses to user prompts. Since chatbots are used to pass data to third-party applications and services, the NCSC has said that risks from malicious “prompt injection” will grow.
For instance, if a user inputs a statement or question that a language model is not familiar with, or if they find a combination of words to override the model’s original script or prompts, the user can cause the model to perform unintended actions.
Such inputs could cause a chatbot to generate offensive content or reveal confidential information in a system that accepts unchecked input.
According to the NCSC, prompt injection attacks can also cause real world consequences, if systems are not designed with security. The vulnerability of chatbots and the ease with which prompts can be manipulated could cause attacks, scams and data theft. The large language models are increasingly used to pass data to third-party applications and services, meaning the risks from malicious prompt injection will grow.
The NCSC said: “Prompt injection and data poisoning attacks can be extremely difficult to detect and mitigate. However, no model exists in isolation, so what we can do is design the whole system with security in mind.”
The NCSC said that cyber-attacks caused by artificial intelligence and machine learning that leaves systems vulnerable can be mitigated through designing for security and understanding the attack techniques that exploit “inherent vulnerabilities” in machine learning algorithm.
Adapted from: The Guardian, Wednesday 30 August 2023, page 4.
Based on the text, mark the statements below as true (T) or false (F).
( ) Chatbots have been trained to emulate human communication.
( ) Problems in cybersecurity have ceased to exist.
( ) Control over confidential data is still at risk.
The statements are, respectively:
Provas
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION:
Is It Live, or Is It Deepfake?
It’s been four decades since society was in awe of the quality of recordings available from a cassette recorder tape. Today we have something new to be in awe of: deepfakes. Deepfakes include hyperrealistic videos that use artificial intelligence (AI) to create fake digital content that looks and sounds real. The word is a portmanteau of “deep learning” and “fake.” Deepfakes are everywhere: from TV news to advertising, from national election campaigns to wars between states, and from cybercriminals’ phishing campaigns to insurance claims that fraudsters file. And deepfakes come in all shapes and sizes — videos, pictures, audio, text, and any other digital material that can be manipulated with AI. One estimate suggests that deepfake content online is growing at the rate of 400% annually.
There appear to be legitimate uses of deepfakes, such as in the medical industry to improve the diagnostic accuracy of AI algorithms in identifying periodontal disease or to help medical professionals create artificial patients (from real patient data) to safely test new diagnoses and treatments or help physicians make medical decisions. Deepfakes are also used to entertain, as seen recently on America’s Got Talent, and there may be future uses where deepfake could help teachers address the personal needs and preferences of specific students.
Unfortunately, there is also the obvious downside, where the most visible examples represent malicious and illegitimate uses. Examples already exist.
Deepfakes also involve voice phishing, also known as vishing, which has been among the most common techniques for cybercriminals. This technique involves using cloned voices over the phone to exploit the victim’s professional or personal relationships by impersonating trusted individuals. In March 2019, cybercriminals were able to use a deepfake to fool the CEO of a U.K.-based energy firm into making a US$234,000 wire transfer. The British CEO who was victimized thought that the person speaking on the phone was the chief executive of the firm’s German parent company. The deepfake caller asked him to transfer the funds to a Hungarian supplier within an hour, emphasizing that the matter was extremely urgent. The fraudsters used AI-based software to successfully imitate the German executive’s voice. […]
What can be done to combat deepfakes? Could we create deepfake detectors? Or create laws or a code of conduct that probably would be ignored?
There are tools that can analyze the blood flow in a subject’s face and then compare it to human blood flow activity to detect a fake. Also, the European Union is working on addressing manipulative behaviors.
There are downsides to both categories of solutions, but clearly something needs to be done to build trust in this emerging and disruptive technology. The problem isn’t going away. It is only increasing.
Authors
Nit Kshetri, Bryan School of Business and Economics, University of North Carolina at Greensboro, Greensboro, NC, USA
Joanna F. DeFranco, Software Engineering, The Pennsylvania State University, Malvern, PA, USA Jeffrey Voas, NIST, USA
Adapted from:
https://www.computer.org/csdl/magazine/co/2023/07/10154234/ 1O1wTOn6ynC
The aim of the last paragraph is to:
Provas
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION:
Is It Live, or Is It Deepfake?
It’s been four decades since society was in awe of the quality of recordings available from a cassette recorder tape. Today we have something new to be in awe of: deepfakes. Deepfakes include hyperrealistic videos that use artificial intelligence (AI) to create fake digital content that looks and sounds real. The word is a portmanteau of “deep learning” and “fake.” Deepfakes are everywhere: from TV news to advertising, from national election campaigns to wars between states, and from cybercriminals’ phishing campaigns to insurance claims that fraudsters file. And deepfakes come in all shapes and sizes — videos, pictures, audio, text, and any other digital material that can be manipulated with AI. One estimate suggests that deepfake content online is growing at the rate of 400% annually.
There appear to be legitimate uses of deepfakes, such as in the medical industry to improve the diagnostic accuracy of AI algorithms in identifying periodontal disease or to help medical professionals create artificial patients (from real patient data) to safely test new diagnoses and treatments or help physicians make medical decisions. Deepfakes are also used to entertain, as seen recently on America’s Got Talent, and there may be future uses where deepfake could help teachers address the personal needs and preferences of specific students.
Unfortunately, there is also the obvious downside, where the most visible examples represent malicious and illegitimate uses. Examples already exist.
Deepfakes also involve voice phishing, also known as vishing, which has been among the most common techniques for cybercriminals. This technique involves using cloned voices over the phone to exploit the victim’s professional or personal relationships by impersonating trusted individuals. In March 2019, cybercriminals were able to use a deepfake to fool the CEO of a U.K.-based energy firm into making a US$234,000 wire transfer. The British CEO who was victimized thought that the person speaking on the phone was the chief executive of the firm’s German parent company. The deepfake caller asked him to transfer the funds to a Hungarian supplier within an hour, emphasizing that the matter was extremely urgent. The fraudsters used AI-based software to successfully imitate the German executive’s voice. […]
What can be done to combat deepfakes? Could we create deepfake detectors? Or create laws or a code of conduct that probably would be ignored?
There are tools that can analyze the blood flow in a subject’s face and then compare it to human blood flow activity to detect a fake. Also, the European Union is working on addressing manipulative behaviors.
There are downsides to both categories of solutions, but clearly something needs to be done to build trust in this emerging and disruptive technology. The problem isn’t going away. It is only increasing.
Authors
Nit Kshetri, Bryan School of Business and Economics, University of North Carolina at Greensboro, Greensboro, NC, USA
Joanna F. DeFranco, Software Engineering, The Pennsylvania State University, Malvern, PA, USA Jeffrey Voas, NIST, USA
Adapted from:
https://www.computer.org/csdl/magazine/co/2023/07/10154234/ 1O1wTOn6ynC
The word “downsides” in “There are downsides to both categories” (7th paragraph) means:
Provas
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION:
Is It Live, or Is It Deepfake?
It’s been four decades since society was in awe of the quality of recordings available from a cassette recorder tape. Today we have something new to be in awe of: deepfakes. Deepfakes include hyperrealistic videos that use artificial intelligence (AI) to create fake digital content that looks and sounds real. The word is a portmanteau of “deep learning” and “fake.” Deepfakes are everywhere: from TV news to advertising, from national election campaigns to wars between states, and from cybercriminals’ phishing campaigns to insurance claims that fraudsters file. And deepfakes come in all shapes and sizes — videos, pictures, audio, text, and any other digital material that can be manipulated with AI. One estimate suggests that deepfake content online is growing at the rate of 400% annually.
There appear to be legitimate uses of deepfakes, such as in the medical industry to improve the diagnostic accuracy of AI algorithms in identifying periodontal disease or to help medical professionals create artificial patients (from real patient data) to safely test new diagnoses and treatments or help physicians make medical decisions. Deepfakes are also used to entertain, as seen recently on America’s Got Talent, and there may be future uses where deepfake could help teachers address the personal needs and preferences of specific students.
Unfortunately, there is also the obvious downside, where the most visible examples represent malicious and illegitimate uses. Examples already exist.
Deepfakes also involve voice phishing, also known as vishing, which has been among the most common techniques for cybercriminals. This technique involves using cloned voices over the phone to exploit the victim’s professional or personal relationships by impersonating trusted individuals. In March 2019, cybercriminals were able to use a deepfake to fool the CEO of a U.K.-based energy firm into making a US$234,000 wire transfer. The British CEO who was victimized thought that the person speaking on the phone was the chief executive of the firm’s German parent company. The deepfake caller asked him to transfer the funds to a Hungarian supplier within an hour, emphasizing that the matter was extremely urgent. The fraudsters used AI-based software to successfully imitate the German executive’s voice. […]
What can be done to combat deepfakes? Could we create deepfake detectors? Or create laws or a code of conduct that probably would be ignored?
There are tools that can analyze the blood flow in a subject’s face and then compare it to human blood flow activity to detect a fake. Also, the European Union is working on addressing manipulative behaviors.
There are downsides to both categories of solutions, but clearly something needs to be done to build trust in this emerging and disruptive technology. The problem isn’t going away. It is only increasing.
Authors
Nit Kshetri, Bryan School of Business and Economics, University of North Carolina at Greensboro, Greensboro, NC, USA
Joanna F. DeFranco, Software Engineering, The Pennsylvania State University, Malvern, PA, USA Jeffrey Voas, NIST, USA
Adapted from:
https://www.computer.org/csdl/magazine/co/2023/07/10154234/ 1O1wTOn6ynC
In the question “Or create laws or a code of conduct that probably would be ignored?” (5th paragraph), the authors imply that these laws and code of conduct may be:
Provas
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION:
Is It Live, or Is It Deepfake?
It’s been four decades since society was in awe of the quality of recordings available from a cassette recorder tape. Today we have something new to be in awe of: deepfakes. Deepfakes include hyperrealistic videos that use artificial intelligence (AI) to create fake digital content that looks and sounds real. The word is a portmanteau of “deep learning” and “fake.” Deepfakes are everywhere: from TV news to advertising, from national election campaigns to wars between states, and from cybercriminals’ phishing campaigns to insurance claims that fraudsters file. And deepfakes come in all shapes and sizes — videos, pictures, audio, text, and any other digital material that can be manipulated with AI. One estimate suggests that deepfake content online is growing at the rate of 400% annually.
There appear to be legitimate uses of deepfakes, such as in the medical industry to improve the diagnostic accuracy of AI algorithms in identifying periodontal disease or to help medical professionals create artificial patients (from real patient data) to safely test new diagnoses and treatments or help physicians make medical decisions. Deepfakes are also used to entertain, as seen recently on America’s Got Talent, and there may be future uses where deepfake could help teachers address the personal needs and preferences of specific students.
Unfortunately, there is also the obvious downside, where the most visible examples represent malicious and illegitimate uses. Examples already exist.
Deepfakes also involve voice phishing, also known as vishing, which has been among the most common techniques for cybercriminals. This technique involves using cloned voices over the phone to exploit the victim’s professional or personal relationships by impersonating trusted individuals. In March 2019, cybercriminals were able to use a deepfake to fool the CEO of a U.K.-based energy firm into making a US$234,000 wire transfer. The British CEO who was victimized thought that the person speaking on the phone was the chief executive of the firm’s German parent company. The deepfake caller asked him to transfer the funds to a Hungarian supplier within an hour, emphasizing that the matter was extremely urgent. The fraudsters used AI-based software to successfully imitate the German executive’s voice. […]
What can be done to combat deepfakes? Could we create deepfake detectors? Or create laws or a code of conduct that probably would be ignored?
There are tools that can analyze the blood flow in a subject’s face and then compare it to human blood flow activity to detect a fake. Also, the European Union is working on addressing manipulative behaviors.
There are downsides to both categories of solutions, but clearly something needs to be done to build trust in this emerging and disruptive technology. The problem isn’t going away. It is only increasing.
Authors
Nit Kshetri, Bryan School of Business and Economics, University of North Carolina at Greensboro, Greensboro, NC, USA
Joanna F. DeFranco, Software Engineering, The Pennsylvania State University, Malvern, PA, USA Jeffrey Voas, NIST, USA
Adapted from:
https://www.computer.org/csdl/magazine/co/2023/07/10154234/ 1O1wTOn6ynC
When the authors refer to the use of deepfake in education (2nd paragraph), they state that ultimately teachers may find it:
Provas
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION:
Is It Live, or Is It Deepfake?
It’s been four decades since society was in awe of the quality of recordings available from a cassette recorder tape. Today we have something new to be in awe of: deepfakes. Deepfakes include hyperrealistic videos that use artificial intelligence (AI) to create fake digital content that looks and sounds real. The word is a portmanteau of “deep learning” and “fake.” Deepfakes are everywhere: from TV news to advertising, from national election campaigns to wars between states, and from cybercriminals’ phishing campaigns to insurance claims that fraudsters file. And deepfakes come in all shapes and sizes — videos, pictures, audio, text, and any other digital material that can be manipulated with AI. One estimate suggests that deepfake content online is growing at the rate of 400% annually.
There appear to be legitimate uses of deepfakes, such as in the medical industry to improve the diagnostic accuracy of AI algorithms in identifying periodontal disease or to help medical professionals create artificial patients (from real patient data) to safely test new diagnoses and treatments or help physicians make medical decisions. Deepfakes are also used to entertain, as seen recently on America’s Got Talent, and there may be future uses where deepfake could help teachers address the personal needs and preferences of specific students.
Unfortunately, there is also the obvious downside, where the most visible examples represent malicious and illegitimate uses. Examples already exist.
Deepfakes also involve voice phishing, also known as vishing, which has been among the most common techniques for cybercriminals. This technique involves using cloned voices over the phone to exploit the victim’s professional or personal relationships by impersonating trusted individuals. In March 2019, cybercriminals were able to use a deepfake to fool the CEO of a U.K.-based energy firm into making a US$234,000 wire transfer. The British CEO who was victimized thought that the person speaking on the phone was the chief executive of the firm’s German parent company. The deepfake caller asked him to transfer the funds to a Hungarian supplier within an hour, emphasizing that the matter was extremely urgent. The fraudsters used AI-based software to successfully imitate the German executive’s voice. […]
What can be done to combat deepfakes? Could we create deepfake detectors? Or create laws or a code of conduct that probably would be ignored?
There are tools that can analyze the blood flow in a subject’s face and then compare it to human blood flow activity to detect a fake. Also, the European Union is working on addressing manipulative behaviors.
There are downsides to both categories of solutions, but clearly something needs to be done to build trust in this emerging and disruptive technology. The problem isn’t going away. It is only increasing.
Authors
Nit Kshetri, Bryan School of Business and Economics, University of North Carolina at Greensboro, Greensboro, NC, USA
Joanna F. DeFranco, Software Engineering, The Pennsylvania State University, Malvern, PA, USA Jeffrey Voas, NIST, USA
Adapted from:
https://www.computer.org/csdl/magazine/co/2023/07/10154234/ 1O1wTOn6ynC
In the 1st sentence (“It’s been four decades since society was in awe of the quality of recordings available from a cassette recorder tape”), the reaction of society is described as being one of:
Provas
READ THE TEXT AND ANSWER THE FOLLOWING QUESTION:
Is It Live, or Is It Deepfake?
It’s been four decades since society was in awe of the quality of recordings available from a cassette recorder tape. Today we have something new to be in awe of: deepfakes. Deepfakes include hyperrealistic videos that use artificial intelligence (AI) to create fake digital content that looks and sounds real. The word is a portmanteau of “deep learning” and “fake.” Deepfakes are everywhere: from TV news to advertising, from national election campaigns to wars between states, and from cybercriminals’ phishing campaigns to insurance claims that fraudsters file. And deepfakes come in all shapes and sizes — videos, pictures, audio, text, and any other digital material that can be manipulated with AI. One estimate suggests that deepfake content online is growing at the rate of 400% annually.
There appear to be legitimate uses of deepfakes, such as in the medical industry to improve the diagnostic accuracy of AI algorithms in identifying periodontal disease or to help medical professionals create artificial patients (from real patient data) to safely test new diagnoses and treatments or help physicians make medical decisions. Deepfakes are also used to entertain, as seen recently on America’s Got Talent, and there may be future uses where deepfake could help teachers address the personal needs and preferences of specific students.
Unfortunately, there is also the obvious downside, where the most visible examples represent malicious and illegitimate uses. Examples already exist.
Deepfakes also involve voice phishing, also known as vishing, which has been among the most common techniques for cybercriminals. This technique involves using cloned voices over the phone to exploit the victim’s professional or personal relationships by impersonating trusted individuals. In March 2019, cybercriminals were able to use a deepfake to fool the CEO of a U.K.-based energy firm into making a US$234,000 wire transfer. The British CEO who was victimized thought that the person speaking on the phone was the chief executive of the firm’s German parent company. The deepfake caller asked him to transfer the funds to a Hungarian supplier within an hour, emphasizing that the matter was extremely urgent. The fraudsters used AI-based software to successfully imitate the German executive’s voice. […]
What can be done to combat deepfakes? Could we create deepfake detectors? Or create laws or a code of conduct that probably would be ignored?
There are tools that can analyze the blood flow in a subject’s face and then compare it to human blood flow activity to detect a fake. Also, the European Union is working on addressing manipulative behaviors.
There are downsides to both categories of solutions, but clearly something needs to be done to build trust in this emerging and disruptive technology. The problem isn’t going away. It is only increasing.
Authors
Nit Kshetri, Bryan School of Business and Economics, University of North Carolina at Greensboro, Greensboro, NC, USA
Joanna F. DeFranco, Software Engineering, The Pennsylvania State University, Malvern, PA, USA Jeffrey Voas, NIST, USA
Adapted from:
https://www.computer.org/csdl/magazine/co/2023/07/10154234/ 1O1wTOn6ynC
Based on the text, mark the statements below as true (T) or false (F).
( ) Deepfakes are circumscribed to certain areas of action.
( ) The sole aim of deepfake technology is to spread misinformation.
( ) Evidence shows that even high-ranking executives can be easy targets to vishing techniques.
The statements are, respectively:
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: Unoesc
Orgão: Pref. Nova Itaberaba-SC
Read the text and answer the following question.
Do you assess your students or do you just test them?
[01] Assessment, evaluation, measurement, grades, tests, marks and so on. Different words to talk about the same issue. But, should they be used as synonyms?
[02] There are some terms that we often use synonymously, but actually they are not. When you assess your students, regardless of whether you use a test or not, you evaluate all the information in order to measure it and grade them.
[03] Let´s make it clear:
-Assessment implies gathering information and observing progress. We can document attitudes, knowledge and skills.
-Evaluation is the organisation of the data obtained during the assessment; for instance, using grids, checklist or diaries.
-Measurement is the scale we decide to use in order to measure the evaluation. We measure by marks, ranks or scores, among others.
-Grade is the number obtained in the measurement.
-Testing is a measuring tool. We can use a test, an examination or a quiz to challenge the student´s ability or knowledge.
[04] If you really want to assess your students and make it an active part of their own learning, promoting autonomy and metacognition, they have to know, from the very beginning, about the assessment, evaluation and grading criteria, as well as about the examinations, if there are going to be some.
[05] Assessment should be a continuous process, gathering information in every lesson and getting to know our students more and more each day, both their personal and academic profile. In order to evaluate this data, we can use simple checklists, a classroom diary, grids or similar instruments, as well as the activities themselves.
[06] When dealing with all of these tools you have to think carefully about how you are going to measure the information and how you are going to award the final grade. Moreover, you have to weigh up the benefits of testing your students with one or more quizzes and examinations.
[07] As we all know, changes are possible, and in many cases necessary, in order to adapt your theory to the actual development of the lessons. Nevertheless, all these aspects should be planned and clear from the very beginning, both for you and for your students. It could also be interesting to make them clear to the families, for instance using a classroom blog in which you can publish your evaluation methods and criteria.
[08] This could be a general example:
[09] From this general proposal, we would develop a checklist with items relating to attitude: participation, collaboration, deadline accomplishment, attendance, and so on. This is a progressive assessment.
[10] The activities should be corrected using different tools, depending on their nature. For example, it is not the same correcting a writing or a speaking activity (we can create grids for those, alone or with our students) than correcting a grammar exercise or a listening one (we can correct them using more traditional measuring scales or we could use peer evaluation). We would have to make all those criteria clear to our students before using them.
[11] Quizzes can be used in order to prepare our students for the final examination. We can use new technologies in order to introduce them, with tools such as Kahoot, Mentimeter, Socrative or Google Forms, among many others. They can create their own quizzes and games, in groups or individually in order to challenge their classmates.
[12] The final examination could be made up of more than one paper, for instance, we could divide it in two, or even in more items, in order to give them the opportunity to practise and avoid risking their final grade on just one exam.
[13] Apart from the possibility of dividing the final examination in two parts, another option would be to divide it according to different skills, for example, on the one hand, a test having to do with grammar, vocabulary, reading and writing and, on the other hand, another having to do with speaking and listening. Flipgrid could be a very useful tool to carry out your oral examinations in a less stressful way.
[14] Before I finish, although we haven´t given specific solutions to the complex problem of assessment, I would like to sum up with some general tips about the issue: -Necessity of an objective and continuous assessment.
-Necessity of an objective and continuous assessment.
-Use a variety of evaluation tools, not only for the exams, but also for the process: different types of activities, exams and corrections, to respond to every single student. That will make it less subjective.
-Make the evaluation and marking criteria clear to your students. You can make them part of the process, for example creating grids or checklists together.
-Introduce peer evaluation and self-asessment.
-Be prepared to adapt your planning when necessary.
[15] And remember, try to point out the positive aspects of your students´ achievements, don´t give them only feedback about their weak points, tell them about their strong points too and try to be quick in giving them back their exercises or exams results, otherwise they will have completely forgotten what they have written.
[16] The more you get to know your students, the more accurate your assessments will be, enabling them to obtain higher marks in your evaluations, tests, activities or examinations.
(Available at: https://www.teachingenglish.org.uk/professional-development/teachers/assessinglearners/magazine/do-you-assess-your-students-or-do-you Access on September 08, 2023)
Paragraph 12.
“The final examination could be made up of more than one paper, for instance, we could divide it in two, or even in more items, in order to give them the opportunity to practise and avoid risking their final grade on just one exam.”
The option that contains the correct synonyms replaced is:
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: Unoesc
Orgão: Pref. Nova Itaberaba-SC
Read the text and answer the following question.
Do you assess your students or do you just test them?
[01] Assessment, evaluation, measurement, grades, tests, marks and so on. Different words to talk about the same issue. But, should they be used as synonyms?
[02] There are some terms that we often use synonymously, but actually they are not. When you assess your students, regardless of whether you use a test or not, you evaluate all the information in order to measure it and grade them.
[03] Let´s make it clear:
-Assessment implies gathering information and observing progress. We can document attitudes, knowledge and skills.
-Evaluation is the organisation of the data obtained during the assessment; for instance, using grids, checklist or diaries.
-Measurement is the scale we decide to use in order to measure the evaluation. We measure by marks, ranks or scores, among others.
-Grade is the number obtained in the measurement.
-Testing is a measuring tool. We can use a test, an examination or a quiz to challenge the student´s ability or knowledge.
[04] If you really want to assess your students and make it an active part of their own learning, promoting autonomy and metacognition, they have to know, from the very beginning, about the assessment, evaluation and grading criteria, as well as about the examinations, if there are going to be some.
[05] Assessment should be a continuous process, gathering information in every lesson and getting to know our students more and more each day, both their personal and academic profile. In order to evaluate this data, we can use simple checklists, a classroom diary, grids or similar instruments, as well as the activities themselves.
[06] When dealing with all of these tools you have to think carefully about how you are going to measure the information and how you are going to award the final grade. Moreover, you have to weigh up the benefits of testing your students with one or more quizzes and examinations.
[07] As we all know, changes are possible, and in many cases necessary, in order to adapt your theory to the actual development of the lessons. Nevertheless, all these aspects should be planned and clear from the very beginning, both for you and for your students. It could also be interesting to make them clear to the families, for instance using a classroom blog in which you can publish your evaluation methods and criteria.
[08] This could be a general example:
[09] From this general proposal, we would develop a checklist with items relating to attitude: participation, collaboration, deadline accomplishment, attendance, and so on. This is a progressive assessment.
[10] The activities should be corrected using different tools, depending on their nature. For example, it is not the same correcting a writing or a speaking activity (we can create grids for those, alone or with our students) than correcting a grammar exercise or a listening one (we can correct them using more traditional measuring scales or we could use peer evaluation). We would have to make all those criteria clear to our students before using them.
[11] Quizzes can be used in order to prepare our students for the final examination. We can use new technologies in order to introduce them, with tools such as Kahoot, Mentimeter, Socrative or Google Forms, among many others. They can create their own quizzes and games, in groups or individually in order to challenge their classmates.
[12] The final examination could be made up of more than one paper, for instance, we could divide it in two, or even in more items, in order to give them the opportunity to practise and avoid risking their final grade on just one exam.
[13] Apart from the possibility of dividing the final examination in two parts, another option would be to divide it according to different skills, for example, on the one hand, a test having to do with grammar, vocabulary, reading and writing and, on the other hand, another having to do with speaking and listening. Flipgrid could be a very useful tool to carry out your oral examinations in a less stressful way.
[14] Before I finish, although we haven´t given specific solutions to the complex problem of assessment, I would like to sum up with some general tips about the issue: -Necessity of an objective and continuous assessment.
-Necessity of an objective and continuous assessment.
-Use a variety of evaluation tools, not only for the exams, but also for the process: different types of activities, exams and corrections, to respond to every single student. That will make it less subjective.
-Make the evaluation and marking criteria clear to your students. You can make them part of the process, for example creating grids or checklists together.
-Introduce peer evaluation and self-asessment.
-Be prepared to adapt your planning when necessary.
[15] And remember, try to point out the positive aspects of your students´ achievements, don´t give them only feedback about their weak points, tell them about their strong points too and try to be quick in giving them back their exercises or exams results, otherwise they will have completely forgotten what they have written.
[16] The more you get to know your students, the more accurate your assessments will be, enabling them to obtain higher marks in your evaluations, tests, activities or examinations.
(Available at: https://www.teachingenglish.org.uk/professional-development/teachers/assessinglearners/magazine/do-you-assess-your-students-or-do-you Access on September 08, 2023)
Paragraph 15.
“[...]And remember, try to point out the positive aspects of your students´ achievements [...]”
The term POINT (verb) + OUT (preposition) is a/na:
Provas
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