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Ключевые слова:
оценивание, изучение иностранного языка, преподавание,
учебная программа.
Assessment is an important component in foreign language programs. This occurs for
a number of reasons. First, foreign language teachers systematically test their students in order
to assess their performance and achievements in the learning process. On the basis of their
test results, teachers make decisions which affect their students’ further progress. For example,
they decide whether their students have acquired the material for which they have been tested
or whether action should be taken to help those whose performance results problematic. In
more extreme cases, it is test results again that determine whether a student may move on to
an upper level or not. Second, assessing process may have scientific purposes. They may be
applied to foreign language classes as part of scientific studies to collect data linked to various
aspects of learning-teaching foreign languages. In this context, an issue of great importance is
that of the reliability and validity of the administered tests. To what extent can we claim that
these tests serve as reliable indicators of the level of acquisition of the subject material by our
students? The fact is that when there is practically no training whatsoever in the field of test
development, teachers often rely mostly on their own intuition or their previous experience as
students or turn to tests that come with the textbooks they use. In view of the above, this
«MODERN SCIENTIFIC CHALLENGES AND TRENDS»
SCIENCECENTRUM.PL
ISSUE 5(39) PART 1
ISBN 978-83-949403-3-1
164
article will discuss some problems which have to do with test design and development in
language programs as well as their possible implications for our teachers.
In this graduation work a number of issues are discussed which have a direct bearing
on assessment and testing in foreign language programs. More specifically, we focus on the
use of tests in language programs, as well as other relevant issues such as test reliability and
test validity. Based on the literature on this field, we first try to build a case for the usefulness
of tests in language courses. Next we concentrate on test reliability and test validity and various
related problems. All along we discuss the potential implications these problems could have for
the language teacher as well as offer suggestions as to what teachers can do to design reliable
and valid tests that could better serve their purposes.
Soon after gaining its independence in 1991, Uzbekistan launched into a series of
international and business relationships with many foreign countries, which resulted in many
changes in economics, politics and education of the country. The demand for English started
increasing at a rapid pace and soon it became the most popular foreign language taught and
learned both in public and private sectors.
Being aware of the pedagogical background in relation to teaching English is of great
importance, as it is closely connected to the present approaches used throughout the country.
The English language was first introduced to the educational system of Uzbekistan during the
Soviet Union in the mid-1950s. During that period, it was heavily based on grammar-translation
methods and the cardinal purpose of acquiring the language was to become interpreters and
translators of technical, scientific and literary texts. Purely linguistic interest in the language
left no room for understanding the culture and tradition of the native speakers. Furthermore,
all lessons were teacher-fronted and very little language production could be observed, thus
imbuing students with the concept that their involvement was not expected.
However, the use of these approaches decreased significantly after the country gained
its independence, in turn giving way to a more up-to-date approach such as communicative
language teaching. The need to introduce more innovative ways of instructing English and to
increase the number of hours it was being instructed was specifically emphasized.
Consequently, the new methodology and regulations entered the curriculum of schools and
higher educational establishments.
Language testing and modern tendencies in the assessment of foreign language
In planning assessments to be taken by the general student population, including ELLs
(English Language learner), the general principles of good assessment practices apply.
The
purpose of a test must be clear in order for valid interpretations to be made on the basis of the
test scores. Tests have different purposes. For example, one test may be used to evaluate
students’ readiness to advance to the next grade, while another evaluates students’ need for
remediation. It is also important to outline the specific interpretations that will be made based
on the scores. For example, tests used as a criterion for high school graduation will affect
students differently than tests designed to inform instructional decisions.
The first step in developing a test item should be to link, directly to the test
specifications and content standards, the content and skill that the item is supposed to
measure. If the items require a high level of English proficiency, unrelated to the construct as
defined, this will likely affect the scores for ELLs as well as students in the general population.
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