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Preparation and use of tests in learning English
Testing is one of the most promising forms of control and is becoming more widely used in school practice. The innovative nature of the test is the cause of the problems associated with the introduction of testing in school practice. One of the most urgent problems of testing in educational institutions is the lack of the necessary test materials related to the lack of teaching materials, allowing the use of ready-made tests to monitor the level of knowledge and skills of students. In this regard, the teacher is usually self – test tasks, which often do not meet the requirements for the test.
According to A.P. Petraschuk [21], there are two phase of the test:
1) Designing (formulation purposes, the definition of types of test items; planning performance assessment, the definition of available resources);
2) Preparation of the matrix:
a) Preparation of the test structure (the number of parts, the number of test items in each part, the complexity of the test tasks, the sequence of their placement, etc.);
b) Definition of the specifications of the test tasks (target job, the distribution of time to perform tasks, instructions to the parts of the test and test tasks, the test method for evaluation of responses);
3) Preparation of a preliminary version of the test (test tasks specific filling material);
4) The test of typical test.
When preparing the test, according A.P. Petraschuk [21], need to consider:
a) Test Specifications (goals, types of tests, the test structure, the force test, test quality assessment plan);
b) Specifications individual test tasks (feed material, the expected response, instructions, allocation of time to perform tasks, the object definition and the method of evaluation of test responses)
There are 5 stages of test development: material definition, timing to the test, analysis of test items.
The main criterion for the preparation of the test is their correct development.
The tests should have an appropriate value, which is revealed in the analysis and evaluation of the test. In methodical science, there are several ways to determine the quality of the test.
According to L.F. Bechman and A.S. Palmer, qualitative characteristics of the test are reliability, validity, authenticity, interactivity, usability and impact strength.
V.A. Kokkota identifies five indicators of test quality – validity, reliability, ability to differentiate, practicality and economy. [13]
A.P. Petraschuk qualitative characteristics of test calls authenticity, interactivity, construct validity, reliability, complexity, impact strength and practicality of results [21].
Thus, all researchers identify reliability, validity and practicality as the main criteria for the quality test.
In methodical science there are several definitions of the term «reliability».
1. Reliability of the test is determined by the stability of its function as a measurement tool, a reliable test gives approximately the same results with repeated use.
2. Stability of any form of control, which means, that under the same conditions and with the same activity of the test result will be the same test.
3. Function points one complex stability tests or test items and other.
4. The actual level of correspondence between the results of a single test or between the results of different tests.
Thus, the reliability of the test can be described as its stability during the test results under the same conditions in the presence of the same test items.
Accurate, clear and understandable definitions of validity of the test are not observed in the works of researchers.
According to A.P. Petraschuk [21] constructive validity of the test shows the extent to which foreign-language speech behavior exhibited by the test conditions in the test may determine the level of foreign language communicative competence, on which the test is able to communicate in real life.
The definition given by V.A. Kokkota reveals validity as a characteristic test, which shows that it is a test and measure how effectively it is measured, and it is suitable for determining the level of mastery of certain non-native language skills and abilities [13].
Means should be considered a valid test that effectively measures precisely those skills and teaching the test, which is the purpose of the control of the originator of the test, and with the help of which we can determine the level of development of skills tested.
Practicality in the methodology of teaching foreign languages:
1. Characteristics of the test, which determines:
a) Availability and stronger test instructions and content of tests for an understanding of the test;
b) Ease of organizations testing in different conditions;
c) Easy to check answers and determine the results and evaluation.
2. All aspects relating to the tests which will affect the time and resources.
3. Property of dough that is effective in its use in the practice of teaching in the secondary school, accounted for three types of resources: human, material, time.
Therefore, the test is practical if it is easy to understand the tasks and content, organization and verification of results.
We believe that we have to consider the authenticity test, which was indicated L.F. Bechmanom and A.P. Petraschuk [21] as one of the qualitative characteristics of the test, the test is supposed to match the parameters of a speech situation of real communication in the target language.
Thus, the development of the test carried out in stages: phase of the tests, analysis and evaluation of the test in accordance with the requirements of the quality, the final version of the test. At the stage of testing tasks is determined by the amount of material for testing, the most suitable form of the test, the duration of the test, validation of language and logic statements included in the test and the location of questions in order of increasing complexity. During test analysis concludes this test according to qualitative characteristics: reliability, validity, practicality, authenticity. The analysis and evaluation of the test is the final version.
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