Тиллар ўҚитиш методикаси ва таълим технологиялари

Work in pairs and decide whether the suggestions below are true of false.
1. For reading test tasks do not use texts that pupils have already seen.
2. Choose texts that are based on pupils’ own life or knowledge.
3. For listening tasks set the context of the listening as you would in listening practice.
4. Dictation is not a useful form of listening test.
5. The way a writing test is organised depends on the writing activities you have been using with your pupils.
6. Decide what marks you give for accurate writing, correct content, creativity or appropriate style but don’t tell the pupils this on the test paper.
7. When you construct a speaking test, be clear what you are giving marks for.
8. In a speaking test, you can test pupils in groups of two or three.
Handout 3
Match recommendations with their explanations.
Example: 1 d

A – Recommendations	B – Explanations
1. Test only the language and skills which pupils have already learnt.	a. All pupils must be able to understand the instructions. They also need to be familiar with the type of question or task (for example, have they done multiple choice (choosing the correct answer from A, B, C and D) tasks before?).
2. Write very simple, clear instructions and give an example with an answer on the test paper.	b. For example, will they get marks for correct grammar, correct spelling, good content, tidy writing, or all of these things?
3. Decide on a marking scheme that is objective.	c. It is no good pupils doing a test which is so difficult that most of them fail. Remember, success motivates your pupils.
4. Decide on how difficult the test should be.	d. So check the syllabus (course programme) or the learning objectives of the lesson to make sure you are testing what you taught.
5. Write on the test paper exactly how many marks pupils will get for each question.	e. Decide on the descriptions of what answers should get what marks so that if another teacher marks the test pupils will still get the same marks.