Specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

Testing is the most widely spread technique used for assessing students in the classroom. There are different tests: multiple choice, matching, true-false, fill-in-the-blanks tests, cloze and dictation procedures; assay exams; oral interview — but also tests differing in form and structure from these well-known options. Technological development has led to a number of new language testing formats, including computer-based and computer-adaptive tests, audiotape- based oral proficiency interviews, and web-based testing.
A communicative test approximates to real language use in the real world. If for example, dictation and cloze tests are considered as non communicative types, while role-play, letter and essay writing, following instruction, problem-solving, oral interview are communicative tests. But, for example, cloze tests provide a good way of gauging a student’s written, reading, grammar and vocabulary performances.
Multiple choice tests and written assignments are good ways of assessing vocabulary, reading comprehension and writing skills.

Thus, language tests are simply instruments or procedures for gathering particular kinds of information, typically information having to do with students’ language abilities. Tests have a variety of formats, length, item types, scoring criteria, and media. (Jalolov J.J.)

Types of tests and testing
Let’s consider proficiency tests, achievement tests, diagnostic tests and placement
tests
Proficiency tests measure learners’ language ability regardless of the training they
may have had or the vocabulary and topics they may have studied. Proficiency tests are not based on the contents of a language course but rather on the general knowledge of the target language and culture. Achievement tests are directly related to the language courses taught to the examinees. The purpose of achievement tests is to judge upon the success of individual learners or groups in achieving the objectives of the language course. Achievement tests are always “course related” meaning course contents and objectives. Diagnostic tests identify students strengths and weaknesses. They provide the teachers with the information on what further teaching is necessary and what problems the students might have in coping with the instruction demands. Placement tests provide information that helps to place the students at the most suitable stage of the teaching curriculum, bearing in mind their level of the language achieved so far. (Adapted from Hughes, A., 1996. Testing for Language Teachers. CUP. P. 9- 21).