Эффективное использование тестовых записей

Аннотация

Ключевые слова: В данной статье рассматриваются различные виды цель, тестирования в обучении иностранным языкам и их аббревиатура, функции. Она определяет, какой тип теста подходит для тестирование, выявления конкретных способностей и навыков учащегося педагогические тесты, психологические тесты, в зависимости от сценария. лингводидактические В статье раскрывается принцип современных тестов, тесты, учебное которые являются многоуровневыми и не зависят ни от достижение, методов обучения, ни от преподавателя. С их помощью навыки, проверяются все четыре вида деятельности учащихся – умения, тесты общей чтение, аудирование, говорение и письмо. При работе с квалификации, тестами необходимо учитывать, что тестируется и какими отборочные тесты, видами работ это достигается. тесты способностей, тесты достижений, диагностические тесты, лексические тесты, грамматические тесты. Different scholars (Heaton, 1990; Under bill, 1991) in their researches ask the similar question – why test, do the teachers really need them and for what purpose. Further, they all agree that test is not the teacher’s desire to catch the students unprepared with what they are not acquainted; it is also not the motivating factor for the students to study. In fact, the test is a request for information and possibility to learn what the teachers did not know about their students before. We can add here that the test is important for students, too, though they are unaware of that. The test is supposed to display not only the students’ weak points, but also their strong sides. It could act as an indicator of progress the student is gradually making learning the language. Moreover, we can cite the idea of Hughes who emphasizes that we can check the progress, general or specific knowledge of the students, etc. this claim will directly lead us to the statement that for each of these purposes there is a special type of testing. According to some scholars (Thompson, 2001; Hughes, 1989; Alderson, 1996; Heaton, 1990; Underhill, 1991), there are four traditional categories or types of tests: proficiency tests, achievement tests, diagnostic tests and placement tests. The author of the paper once being a teacher, can claim that she is acquainted with three of them and has frequently used them in her teaching practice. In the following sub-chapters we are determined to discuss different types of tests and possible to apply our own experience in using them. 46 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 05 (2022) / ISSN 2181-1415 The test entries include extensive information. For each test, descriptive information is presented in the following order: a) Titles. Test titles are printed in boldface type. Secondary or series titles are set off from main titles by a colon. b) Purpose. For each test we have included a brief, clear statement describing the purpose of the test. Often these statements are quotations from the test manual. c) Population. This is a description of the groups for which the test is is intended. The grade, chronological age, semester range, or employment category is usually given. “Grades 1.5--2.5,--2--3, 4--12, 13--17” means that there are four test booklets: a booklet for the middle of the first grade through the middle of the second grade, a booklet for the beginning of the second grade through the end of the third grade, a booklet for grades 4 through 12 inclusive, and a booklet for undergraduate and graduate students in colleges and universities. d) Publication date. The inclusive range of publication dates for the various forms, accessories, and editions of a test is reported. e) Acronym. When a test is often referred to by an acronym, the acronym is given in the test entry immediately following the publication date. f) Scores. The number of part scores is presented along with their titles or descriptions of what they are intended to represent or measure. g) Administration. Individual or group administration is indicated. A test is considered a group test unless it may be administered only individually. h) Forms, parts, and levels. All available forms, parts, and levels are listed. i) Manual. Notation is made if no manual is available. All other manual information is included under Price Data. j) Restricted distribution. This is noted only for tests that are put on a special market by the publisher. Educational and psychological restrictions are not noted (unless a special training course is required for use). k) Price data. Price information is reported for test packages (usually 20 to 35 tests), answer sheets all other accessories, and specimen sets. The statement “$17.50 per 35 tests” means that all accessories are included unless otherwise indicated by the reporting of separate prices for accessories. The statement also means 35 tests of one level, one edition, or one part unless stated otherwise. Because test prices can change very quickly, the year that the listed test prices were obtai