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The classification of tests in learning English
With the development and popularization of testing as a form of control investigated the possibility of different types of tests. With the existing diversity of tests there is a need to systematize them, that is, the creation of classification tests, which allows one of the criteria to select the test type that best suits your purpose and conditions of the test.
Basic approaches to classification tests were considered in such Western scholars as L. Charles Alderson, Llyle F. Bachman, Annie Brown, Paul McCann, Caroline Clapham, Alan Davies, Cathie Elder, Michel Harris, Robert Lado, Tim McNamara, Dianne Wall, etc.The most clear-cut, but not complete, classification tests gives T. McNamara [5], which highlights two principles according to which shares all tests:
1) By the method of implementation;
2) Focus on.
According to the first principle tests are divided into:
1) Paper-and pencil tests, which reveal knowledge of specific areas of language (grammar, vocabulary, etc.);
2) Perform tests, based on the communication process.
According to the second principle tests are divided into:
1) Achievement tests, aimed at determining the student's progress at the end of a certain stage of study (semester, academic year, tutorial, etc.);
2) Proficiency tests, revealing the potential of the test;
3) Progress tests, which help determine the degree of ownership of the material studied;
4) Placement tests, which aim to assess the level of language proficiency test for the distribution of their learning groups (classes) or exclusion of them, so the basis of the test is studied earlier material;
5) Diagnostic tests, which are designed to identify areas in which the student is having difficulty (common areas in a speech activities or private (for example, in the grammar).
According to the Michael Harris, there are summative tests, which are conducted at the end of the course and designed to test the implementation of educational goals. Consequently, the total tests correlate with tests of educational achievements and serve the same purpose, which is indicated by the researcher.
American Methodists Dzh.O. Orlean G.A. Siti offer classification tests, which differs from the traditional:
1) Multiple-choice tests with a single correct answer to sample;
2) Multiple-choice tests with several possible correct answers;
3) Test consisting of questions having two replies, one of which is correct, and a second incorrect;
4) Tests for the completion status of one or more sentences in which certain words are missing;
5) Tests on the formation of relationships;
6) Tests with short answers;
7) Tests for reclassification;
8) Tests for error correction;
9) Tests on the map (historical, geographical).
According to the most Russian researchers, such as V.S. Avanesov, I.A. Danilov, I.U. Koyda, I.I. Tihonov, etc. there are two main types of tests:
1) Open tests that are written so that they had formulated only correct answer in the form of words, phrases, numbers, symbols, graphics, etc.
2) Closed (selective or alternative) which contain:
a) Tasks with conflicting answers assess the correctness of this judgment (yes-no, true – false, etc.);
b) Tasks requiring the selection of the appropriate response (underline);
c) Tasks compiled by type of pair of response;
d) Specify multiple choice answers consisting of statement or question and several answers, of which only one is correct, and the rest inaccurate, incomplete or incorrect.
A complete classification of tests, based on the features of teaching a foreign language in high school, offers A.P. Petraschuk [21]:
1) Of the phase: in class, at the end of threads at the end of a quarter (semester, academic year), at the end stage of education in secondary school;
2) By type of test control: current, topical, and a landmark final;
3) According to the degree of formality: informal testing with low status and results of the official test results with high status;
4) On the degree of standardization: standardized, locally standardized and standardized;
5) On the degree of communicative orientation: discrete, integrative and communicative;
6) In the form of: written, oral and computerized;
7) By the method of: collective and individual;
8) By methods: testing the sample to give answers, semi productive responses, productive responses;
9) By means of: testing using:
a) Means for individual use (with the test book, answer sheet);
b) Means for testing procedures on the part of the administrator (guidance to conduct testing);
c) Funds to support the activities of the examiner according to the method of evaluation results (answer key criterion rating scale).
Under each of these tests was isolated test formats that determine the following characteristics of the test length of the test, the number and type of partitions controlled skills, test items, tasks, and their number, expected test responses.
Western technique usually uses the following types:
1) Multiple choice;
2) An alternative choice (True / False; Yes / No);
3) Matching;
4) Information transfer;
5) Ordering tasks;
6) Editing;
7) Gap-filling;
8) Cloze;
9) C – test;
10) Short answers.
As a result of methodical analysis of the literature to systematize the theoretical material we have compiled a table [Appendix 1] that summarizes information about the main test formats.
This table provides a brief review of existing test formats and helps to select the type of test that best meets the requirements of the organizer of the test control.
Thus, if there are many classifications of tests in school practice is advisable to use the general principle of separation tests on subjective and objective, and the test format is selected in accordance with the individual age – students, subject to the control, the conditions of testing, pre – analyzing the advantages and disadvantages of the selected test format. Using the proposed table allows you to quickly and methodically justified pick the most appropriate test format.
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