TESTS

Table of Contents Introduction ........................1 Chapter 1 What is test?3 Chapter 2 2.1 Inaccurate tests....7 2.2 Validity....8 2.3 eliability.. 11 Chapter 3 3.1 !ia"nostic tests. .13 3.2 #lace$ent tests....1% 3.3 #ro"ress tests...........................17 3.& 'chie(e$ent tests...18 3.% #roficiency tests..2) Chapter & &.1 !irect and Indirect testin"......22 &.2 !iscrete point and inte"rati(e testin"..2& &.3 Criterion*refernced and +or$*referenced testin"2% &.& ,b-ecti(e and .ub-ecti(e testin".....2/ &.% Co$$unicati(e lan"ua"e testin"2/ Chapter % %.1 0ultiple choice tests21 %.2 .hort ans2er tests32 %.3 The Clo3e tests and 4ap*fillin" tests..33 %.& C*Test..3% %.% True5false ite$s3/ %./ !ictation...3/ %.7 6istenin" ecall38
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%.8 Testin" 4ra$$ar throu"h 7rror*reco"nition Ite$s.38 %.1 Controlled Writin"31 %.1) 8ree Writin"&) %.11 Test 8or$ats 9sed in Testin" .pea:in" .:ills..&1 Chapter / 'nalysis of the Test of 7n"lish as a 8orei"n 6an"ua"e and Ca$brid"e 8irst Certificate test accordin" to test desi"n criteria..&3 Conclusions...%% Theses. ..........................%7 ;iblio"raphy.......................%1 'ppendi< Introduction '$on" all 2ords used in a classroo$ there is the only 2ord that usually $a:es the students shudder= >test?. There is hardly a person 2ho 2ould clai$ that s5he fa(ours tests and finds the$ (ery $oti(atin". @o2e(erA tests cannot be a(oided co$pletelyA for they are ine(itable ele$ents of learnin" process. They are included into curriculu$ at schools and are to chec: the studentsB le(el of :no2led"e and 2hat they are able to doC they could be acco$plished at the be"innin" of the study year and at the end of itC the students could be tested after 2or:in" on ne2 topics and acDuirin" ne2 (ocabulary. 0oreo(erA the students are to face the tests in order to enter any forei"n uni(ersity or re(eal the le(el of their 7n"lish lan"ua"e s:ills for the$sel(es. 8or that purpose they ta:e specially desi"ned tests that are Test of 7n"lish as a 8orei"n 6an"ua"eA or T,786 test Efurther in the te<tF and C8C Efurther in the te<tFA or Ca$brid"e 8irst Certificate. 'lthou"hA these tests can so$eti$es ser(e for different purposes and are unrelatedA they are so$eti$es Duite co$$on in their desi"n and structure. ThereforeA the author of the paper is particularly interested in the present researchA for she assu$es it to be of a "reat si"nificance not only for herselfA but also for the indi(iduals 2ho are either in(ol(ed in the field or -ust 2ant to learn $ore about T,786 and C8C testsA their structureA desi"n and application. ThereforeA the present research 2ill display (arious aspects of the theory discussedA acco$panied 2ith the practical part (astly analy3ed.

ThusA the "oal of the present research is to in(esti"ate (arious types of test for$ats and 2ays of testin"A focusin" particularly on T,786 and C8C testsA in order to see ho2 the theory is used and could be applied in practice. The hypothesis is as follo2s= .er(in" for al$ost si$ilar purposeA ho2e(er bein" so$eti$es different in their desi"n and structureA the T,786 and C8C tests are usually constructed accordin" to the accepted uni(ersal pattern. The enablin" ob-ecti(es are as follo2s= G G G To re(ie2 literature on the nature of tests in order to $a:e theoretically 2ell* To analyse the selected types of testsA such as T,786 and C8C testsC To dra2 rele(ant conclusions. $oti(ated discussions on the choice of testin" typesC

0ethods of esearch= Theoretical= 1F 2F e(idencesC 3F G !ra2in" conclusions. .electin" and adaptin" appropriate tests typesA such as T,786 and C8CA to #ractical= e<e$plify the theory. The paper consists of si< chapters each includin" sub*chapters. Chapter 1 discusses the "eneral data about tests. Chapter 2 describes reliability and (alidity. Chapter 3 focuses on (arious types of tests. Chapter & deals 2ith 2ays of testin". Chapter % spea:s on four lan"ua"e s:ills. Chapter / offers the practical part of the paper. Chapter 1 What is test? @ic:s E2)))=1%%F coniders that the role of tests is (ery useful and i$portantA especially in lan"ua"e learnin". It is a $eans to sho2 both the students and the teacher ho2 $uch the learners
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'nalytical and selecti(e study of the theory a(ailableC Hu<taposition of the ideas selected fro$ theory and tested a"ainst practical

ha(e learnt durin" a course. The author of the paper a"rees 2ith the state$entA for she belie(es that in order to see 2hether the students ha(e acDuired the $aterial and are $a:in" constant pro"ressA the teacher 2ill ine(itably ha(e to test his5her learners. It does not $ean that a usual test for$at 2ith a set of acti(ities 2ill be used all the ti$e. To chec: the studentsB :no2led"e the teacher can apply a "reat ran"e of assess$ent techniDuesA includin" e(en the self*e(aluation techniDue that is so belo(ed and fa(oured by the students. 0oreo(erA accordin" to @eaton E111)=/FA tests could be used to display the stren"th and 2ea:nesses of the teachin" process and help the teacher i$pro(e it. They can de$onstrate 2hat should be paid $ore attention toA should be 2or:ed on and practised. 8urther$oreA the tests results 2ill display the students their 2ea: pointsA and if carefully "uided by the teacherA the students 2ill be e(en able to ta:e any re$edial actions. Tho$pson E8oru$A 2))1F belie(es that students learn $ore 2hen they ha(e tests. @ere 2e can both a"ree and disa"ree. CertainlyA preparin" for a testA the student has to study the $aterial that is supposed to be testedA but often it does not $ean that such type of learnin" 2ill obli"atory lead to acDuisition and full understandin" of it. ,n the oppositeA it could often lead to the pure cra$$in". ThatA conseDuentlyA 2ill result in a stressful situation the student 2ill find her5hi$self before or durin" the testA and the final outco$e 2ill be a co$plete deletion of the studied $aterial. We can base that pre(ious state$ent on our o2n e<perience= 2hen 2or:in" at schoolA the author of the present research had encountered such e<a$ples for $any ti$es. @o2e(erA (ery often the tests can facilitate the studentsB acDuisition processA i.e.= the students are to be chec:ed the :no2led"e of the irre"ular (erbs for$s. ;ein" constantly tested by $eans of a s$all testA they can learn the$ successfully and transfer the$ to their lon"*ter$ $e$oryA as 2ell. 'lthou"hA accordin" to Tho$pson tests decrease practice and instruction ti$e. What he $eans is that the students are as if li$itedC they are e<posed to practice of a ne2 $aterialA ho2e(erA (ery often the ti$e i$plied for it is strictly reco$$ended and obser(ed by a syllabus. That denotes that there 2ill be certain reDuire$ents 2hen to use a test. ThusA the students find the$sel(es in definite fra$es that the teacher 2ill e$ploy. +e(erthelessA there could be ad(anta"es that tests can offer= they increase learnin"A for the students are supposed to study harder durin" the preparation ti$e before a test. Tho$pson Eibid.F Duotes 7""anA 2ho e$phasises the idea that the learners study hard for the classes they are tested thorou"hly. 8urtherA he cites @illesA 2ho considers that the students 2ant and e<pect to be tested. +onethelessA this state$ent has been rather "enerali3ed. .pea:in" about the students at schoolA 2e can declare that there is hardly a student 2ho 2ill truly en-oy
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tests and their procedure. 9suallyA 2hat 2e 2ill see -ust sore faces 2hen a test is bein" $entioned. 'ccordin" to Tho$psonA the abo(e*$entioned idea could be applied to the students 2ho 2ant to pass their final e<a$s or to "et a certificate in Test of 7n"lish as a 8orei"n 6an"ua"e ET,786F or 8irst Certificate E8C7F. 0ostly this concerns adults or the students 2ho ha(e their o2n special needsA such as "oin" abroad to study or 2or:. This a"ain supports the idea that $oti(ation factor plays a si"nificant role in the learnin" process. 0oreo(erA too $uch of testin" could be disastrous. It can entirely chan"e the studentsB attitude to2ards learnin" the lan"ua"eA especially if the results are usually dissatisfyin" and decrease their $oti(ation to2ards learnin" and the sub-ect in "eneral. 8urther$oreA as 'lderson E111/=212F assu$esA 2e should not for"et that the tests 2hen ad$inistered recei(e less support fro$ the teacher as it is usually durin" the e<ercises in a usual lan"ua"e classroo$. The students ha(e to cope the$sel(esC they cannot rely on the help of the teacher if they are in doubt. !urin" a usual procedure 2hen doin" (arious acti(ities the students :no2 they can encounter the teacherBs help if they reDuire it. They :no2 the teacher is al2ays near and ready to assistA thereforeA no one is afraid to $a:e a $ista:e and try to ta:e a chance to do the e<ercises. @o2e(erA 2hen 2ritin" a test and bein" left alone to deal 2ith the test acti(itiesA the students panic and for"et e(erythin" they :ne2 before. The author of the paper belie(es that first 2hat the teacher should do is to teach the students to o(erco$e their fear of tests and secondlyA help the$ acDuire the ability to 2or: independently belie(in" in their o2n :no2led"e. That ability accordin" to 'lderson is the $ain pointA >the core $eanin"? of the test. The students should be "i(en confidence. @ere 2e can refer to @eaton E111)=7F 2ho concei(esA supported by @ic:sA that studentsB encoura"e$ent is a (ital ele$ent in lan"ua"e learnin". 'nother Duestion that $ay e$er"e here is ho2 to reach the "oal described abo(eA ho2 to encoura"e the students. ThusA at this point 2e can spea: about positi(e results. In factA our success $oti(ates us to study furtherA encoura"es us to proceed e(en if it is rather difficult and 2e are about to lose confidence in oursel(es. ThereforeA 2e can spea: about the tests as a tool to increase $oti(ation. @o2e(erA ha(in" failed for considerable nu$ber of ti$esA the student 2ould definitely oppose the pre(ious state$ent. @enceA 2e can spea: about assess$ent and e(aluation as $eans for increasin" the studentsB $oti(ation. Concernin" @ic:s E2)))=1/2FA 2e often percei(e these t2o ter$s I e(aluatin" and assess$ent I as t2o si$ilar notionsA thou"h they are entirely different. .he states that 2hen 2e
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assess our students 2e co$$only are interested in >ho2 and ho2 $uch our students ha(e learnt?A but 2hen 2e e(aluate the$ 2e are concerned 2ith >ho2 the learnin" process is de(elopin"?. These both aspects are of "reat i$portance for the teacher and the students and should be correlated in order to $a:e e(aluation and assess$ent >"o hand in hand?. @o2e(erA (ery freDuentlyA the teachers assess the students 2ithout ta:in" the aspect of e(aluation into account. 'ccordin" to @ic:sA this assess$ent is typically applied 2hen dealin" 2ith e<a$inations that ta:e place either at the end of the course or school year. .uch assess$ent is :no2n as achie(e$ent test. With the help of these tests the teacher recei(es a clear picture of 2hat his5her students ha(e learnt and 2hich le(el they are co$parin" 2ith the rest of the class. The author of the paper a"rees that achie(e$ent tests are (ery essential for co$parin" ho2 the studentsB :no2led"e has chan"ed durin" the course. This could be of a "reat interest not only for the teacherA but also for the authorities of the educational establish$ent the teacher is e$ployed by. ThusA e(aluation of the learnin" process is not of the $a-or i$portance here. We can spea: about e(aluation 2hen 2e deal 2ith >s$all? tests the teachers use durin" the course or studyin" year. It is a 2ell*:no2n fact that these tests are e$ployed in order to chec: ho2 the learnin" process is "oin" onA 2here the students areA 2hat difficulties they encounter and 2hat they are "ood at. These tests are also called >dia"nostic? testsC they could be of a "reat help for the teacher= -ud"in" fro$ the results of the testA analysin" the$ the teacher 2ill be able to i$pro(e or alter the course and e(en introduce (arious inno(ations. These tests 2ill define 2hether the teacher can proceed 2ith the ne2 $aterial or has to stop and return to 2hat has not been learnt sufficiently in order to i$ple$ent additional practice. With respect to @ic:sA 2e can display so$e of her useful and practical ideas she proposes for the teachers to use in the classroo$. In order to incorporate e(aluation to"ether 2ith assess$ent she su""ests in(ol(in" the students directly into the process of testin". ;efore testin" (ocabulary the teacher can as: the students to "uess 2hat :ind of acti(ities could be applied in the test. The author of the paper belie(es that it 2ill "i(e the$ an opportunity to (isa"e ho2 they are "oin" to be testedA to be a2are of and 2ait forA and the $ost i$portantA it 2ill reduce fear the students $i"ht face. 0oreo(erA at the end of each test the students could be as:ed their reflections= if there 2as a $ultiple choiceA 2hat helped the$ "uess correctlyA 2hat they used for that I their sche$ata or -ust pure "uessin"C if there 2as a clo3e test * did they use "uessin" fro$ the conte<t or so$e other s:illsA etc. 8urther$oreA @ic:s e$phasises that such analysis 2ill display the students the 2ay they are tested and establish an appropriate test for each student. 6i:e2iseA e(aluation 2ill benefit the teacher as 2ell. .5he not only 2ill be able to disco(er the
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studentsB preferencesA but also find out 2hy the students ha(e failed a particular type of acti(ity or e(en the 2hole test. The e(aluation 2ill deter$ine 2hat is really 2ron" 2ith the structure or desi"n of the test itself. 8inallyA the students should be tau"ht to e(aluate the results of the test. They should be as:ed to spot the places they ha(e failed and to"ether 2ith the teacher atte$pt to find out 2hat has particularly caused the difficulties. This 2ill lead to consolidation of the $aterial and $ay be e(en to co$prehension of it. 'nd a"ain the teacherBs role is (ery essentialA for the students alone are not able to cope 2ith their $ista:es. ThusA e(aluation is ine(itable ele$ent of assess$ent if the teacherBs ai$ is to desi"n a test that 2ill not $a:e the students failA but on the contraryA anticipate the testBs results. To conclude 2e can add alludin" to 'lderson E111/=212F that the usual classroo$ test should not be too co$plicated and should not discri$inate bet2een the le(els of the students. The test should test 2hat 2as tau"ht. The author of the paper has the sa$e opinionA for the students are (ery different and the le(el of their :no2led"e is different either. It is inappropriate to desi"n a test of ad(anced le(el if a$on" your learners there are those 2hose le(el hardly e<ceeds lo2er inter$ediate. 'bo(e allA the tests should ta:e the learnersB ability to 2or: and thin: into accountA for each student has his5her o2n paceA and so$e students $ay fail -ust because they ha(e not $ana"ed to acco$plish the reDuired tas:s in ti$e. 8urther$oreA 'lderson assu$es Eibid.F that the instructions of the test should be una$bi"uous. The students should clearly see 2hat they are supposed and as:ed to do and not to be frustrated durin" the test. ,ther2iseA they 2ill spend $ore ti$e on as:in" the teacher to e<plain 2hat they are supposed to doA but not on the co$pletin" of the tas:s the$sel(es. 8inallyA accordin" to @eaton E111)=1)F and 'lderson E111/=21&FA the teacher should not "i(e the tas:s studied in the classroo$ for the test. They e<plain it by the factA that 2hen testin" 2e need to learn about the studentsB pro"ressA but not to chec: 2hat they re$e$ber. The author of the paper concurs the idea and assu$es that the one of the ai$s of the test is to chec: 2hether the students are able to apply their :no2led"e in (arious conte<ts. If this happensA that $eans they ha(e acDuired the ne2 $aterial. Chapter 2 Reliability and validity 2.1 Inaccurate tests
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@u"hes E1181=2F concei(es that one of the reasons 2hy the tests are not fa(oured is that they $easure not e<actly 2hat they ha(e to $easure. The author of the paper supports the idea that it is i$possible to e(aluate so$eoneBs true abilities by tests. 'n indi(idual $i"ht be a bri"ht student possessin" a "ood :no2led"e of 7n"lishA butA unfortunatelyA due to his5her ner(ousness $ay fail the testA or (ice (ersaA the student $i"ht ha(e cra$$ed the tested $aterial 2ithout a full co$prehension of it. 's a resultA durin" the test s5he is -ust capable of producin" 2hat has been learnt by tre$endous effortsA but not elaboration of the e<act actual :no2led"e of the student EthatA unfortunatelyA does not e<ist at allF. 0oreo(erA there could be e(en $ore disastrous case 2hen the student has cheated and used his5her nei"hbourBs 2or:. 'part fro$ the abo(e* $entioned there could be other factors that could influence an inadeDuate co$pletion of the test Esleepless ni"htA (arious personal and health proble$sA etc.F @o2e(erA (ery often the test itself can pro(o:e the failure of the students to co$plete it. With the respect to the lin"uistsA such as @u"hes E1181F and 'lderson E111/FA 2e are able to state that there are t2o $ain causes of the test bein" inaccurate= G G Test content and techniDuesC 6ac: of reliability.

The first one $eans that the testBs desi"n should response to 2hat is bein" tested. 8irstA the test $ust content the e<act $aterial that is to be tested. .econdA the acti(itiesA or techniDuesA used in the test should be adeDuate and rele(ant to 2hat is bein" tested. This denotes they should not frustrate the learnersA butA on the contraryA facilitate and help the students 2rite the test successfully. The ne<t one denotes that one and the sa$e test "i(en at a different ti$e $ust score the sa$e points. The results should not be different because of the shift in ti$e. 8or e<a$pleA the test cannot be called reliable if the score "athered durin" the first ti$e the test 2as co$pleted by the students differs fro$ that ad$inistered for the second ti$eA thou"h :no2led"e of the learners has not chan"ed at all. 8urther$oreA reliability can fail due to the i$proper desi"n of a test Eunclear instructions and DuestionsA etc.F and due to the 2ays it is scored. The teacher $ay e(aluate (arious students differently ta:in" different aspects into consideration Ele(el of the studentsA participationA effortA and e(en personal preferences.F If there are t2o $ar:ersA then definitely there 2ill be t2o different e(aluationsA for each $ar:er 2ill possess his5her o2n criteria of
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$ar:in" and e(aluatin" one and the sa$e 2or:. 8or e<a$pleA let us $ention testin" spea:in" s:ills. @ere one of the $a:ers 2ill probably treat "ra$$ar as the $ost si"nificant point to be e(aluatedA 2hereas the other 2ill e$phasise the fluency $ore. .o$eti$es this could lead to the ar"u$ents bet2een the $a:ersC ne(erthelessA 2e should ne(er for"et that still the $ain fi"ure 2e ha(e to deal 2ith is the student. 2.2. Validity +o2 2e can co$e to one of the i$portant aspects of testin" I (alidity. Concernin" @u"hesA e(ery test should be reliable as 2ell as (alid. ;oth notions are (ery crucial ele$ents of testin". @o2e(erA accordin" to 0oss E111&F there can be (alidity 2ithout reliabilityA or so$eti$es the border bet2een these t2o notions can -ust blur. 'lthou"hA apart fro$ those ele$entsA a "ood test should be efficient as 2ell. 'ccordin" to ;yno$ E8oru$A 2))1FA (alidity deals 2ith 2hat is tested and de"ree to 2hich a test $easures 2hat is supposed to $easure E6on"$an !ictionaryA 6T'6F. 8or e<a$pleA if 2e test the students 2ritin" s:ills "i(in" the$ a co$position test on Ways of Coo:in"A 2e cannot denote such test as (alidA for it can be ar"ued that it tests not our abilities to 2riteA but the :no2led"e of coo:in" as a s:ill. !efinitelyA it is (ery difficult to desi"n a proper test 2ith a "ood (alidityA thereforeA the author of the paper belie(es that it is (ery essential for the teacher to :no2 and understand 2hat (alidity really is. e"ardin" Weir E111)=22FA there are fi(e types of (alidity= G G G G G Construct (alidityC Content (alidity 8ace (alidity Wash bac: (alidityC Criterion*related (alidity.

Weir Eibid.F states that construct (alidity is a theoretical concept that in(ol(es other types of (alidity. 8urtherA Duotin" Cronbach E1171FA Weird 2rites that to construct or plan a test you should research into testeeBs beha(iour and $ental or"anisation. It is the "round on 2hich the test is basedC it is the startin" point for a constructin" of test tas:s. In additionA Weird displays the JellyBs idea E1178F that test desi"n reDuires so$e theoryA e(en if it is indirect e<posure to it. 0oreo(erA bein" able to define the theoretical construct at the be"innin" of the test desi"nA 2e 2ill be able to use it 2hen dealin" 2ith the results of the test. The author of the paper assu$es
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that appropriately constructed at the be"innin"A the test 2ill not pro(o:e any difficulties in its ad$inistration and scorin" later. 'nother type of (alidity is content (alidity. Weir Eibid.F i$plies the idea that content (alidity and construct one are closely bound and so$eti$es e(en o(erlap 2ith each other. .pea:in" about content (alidityA 2e should e$phasise that it is ine(itable ele$ent of a "ood test. What is $eant is that usually duration of the classes or test ti$e is rather li$itedA and if 2e teach a rather broad topic such as >co$puters?A 2e cannot desi"n a test that 2ould co(er all the aspects of the follo2in" topic. ThereforeA to chec: the studentsB :no2led"e 2e ha(e to choose 2hat 2as tau"ht= 2hether it 2as a specific (ocabulary or (arious te<ts connected 2ith the topicA for it is i$possible to test the 2hole $aterial. The teacher should not pic: up tric:y pieces that either 2ere only $entioned once or 2ere not discussed in the classroo$ at allA thou"h belon"in" to the topic. .5he should not for"et that the test is not a punish$ent or an opportunity for the teacher to sho2 the students that they are less cle(er. @enceA 2e can state that content (alidity is closely connected 2ith a definite ite$ that 2as tau"ht and is supposed to be tested. 8ace (alidityA accordin" to Weir Eibid.FA is not theory or sa$ples desi"n. It is ho2 the e<a$inees and ad$inistration staff see the test= 2hether it is construct and content (alid or not. This 2ill definitely include debates and discussions about a testC it 2ill in(ol(e the teachersB cooperation and e<chan"e of their ideas and e<perience. 'nother type of (alidity to be discussed is 2ash bac: (alidity or bac:2ash. 'ccordin" to @u"hes E1181=1F bac:2ash is the effect of testin" on teachin" and learnin" process. It could be both ne"ati(e and positi(e. @u"hes belie(es that if the test is considered to be a si"nificant ele$entA then preparation to it 2ill occupy the $ost of the ti$e and other teachin" and learnin" acti(ities 2ill be i"nored. 's the author of the paper is concerned this is already a habitual situation in the schools of our countryA for our teachers are faced 2ith the centralised e<a$s and e(erythin" they ha(e to do is to prepare their students to the$. ThusA the teacher starts concentratin" purely on the $aterial that could be encountered in the e<a$ papers alludin" to the e<a$ples ta:en fro$ the past e<a$s. ThereforeA nu$erous interestin" acti(ities are left behindC the teachers are concerned -ust 2ith the result and for"et about different techniDues that could be introduced and later used by their students to $a:e the process of dealin" 2ith the e<a$ tas:s easierA such as "uessin" for$ the conte<tA applyin" sche$ataA etc. The proble$ arises here 2hen the ob-ecti(es of the course done durin" the study year differ fro$ the ob-ecti(es of the test. 's a result 2e 2ill ha(e a ne"ati(e bac:2ashA e.". the

10

students 2ere tau"ht to 2rite a re(ie2 of a fil$A but durin" the test they are as:ed to 2rite a letter of co$plaint. @o2e(erA unfortunatelyA the teacher has not planned and tau"ht that. ,ften a ne"ati(e bac:2ash $ay be caused by inappropriate test desi"n. @u"hes further in his boo: spea:s about $ultiple*choice acti(ities that are desi"ned to chec: 2ritin" s:ills of the students. The author of the paper is (ery confused by thatA for it is uni$a"inable ho2 2ritin" an essay could be tested 2ith the help of $ultiple choices. Testin" essay the teacher first of all is interested in the studentsB ability to apply their ideas in 2ritin"A ho2 it has been doneA 2hat lan"ua"e has been usedA 2hether the ideas are supported and discussedA etc. 't this point $ultiple*choice techniDue is hi"hly inappropriate. +ot2ithstandin"A accordin" to @u"hes apart for$ ne"ati(e side of the bac:2ash there is the positi(e bac:2ash as 2ell. It could be the creation of an entirely ne2 course desi"ned especially for the students to $a:e the$ pass their final e<a$s. The test "i(en in a for$ of final e<a$s i$poses the teacher to re*or"anise the courseA choose appropriate boo:s and acti(ities to achie(e the set "oal= pass the e<a$. 8urtherA he e$phasises the i$portance of partnership bet2een teachin" and testin". Teachin" should $eet the needs of testin". It could be understand in the follo2in" 2ay that teachin" should correspond the de$ands of the test. @o2e(erA it is a rather co$plicated 2or:A for accordin" to the :no2led"e of the author of the paper the teachers in our schools are not supplied 2ith specially desi"ned $aterials that could assist the$ in their preparation the students to the e<a$s. The teachers are -ust "i(en (a"ue instructions and are free to act on their o2n. The last type that could be discussed is criterion*related (alidity. Weir E111)=22.F assu$es that it is connected 2ith test scores lin: bet2een t2o different perfor$ances of the sa$e test= either older established test or future criterion perfor$ance. The author of the paper considers that this type of (alidity is closely connected 2ith criterion and e(aluation the teacher uses to assess the test. It could $ean that the teacher has to 2or: out definite e(aluation syste$ andA $oreo(erA should e<plain 2hat she finds i$portant and 2orth e(aluatin" and 2hy. 9sually the teachers desi"n their o2n syste$C often these are points that the students can obtain fulfillin" a certain tas:. 6ater the points are "athered and counted for the $ar: to be put. 8urther$oreA the teacher can ha(e a special table 2ith points and rele(ant $ar:s. 'ccordin" to our :no2led"eA the lan"ua"e teachers decide on the criteria to"ether durin" a special $eetin" de(oted to that topicA and later they :eep to it for the 2hole study year. 0oreo(erA the teachers are supposed to $a:e his5her students acDuainted 2ith their e(aluation syste$ for the students to be a2are 2hat they are e<pected to do.
11

2.3

eliability

'ccordin" to ;yno$ E8oru$A 2))1F reliability sho2s that the testBs results 2ill be si$ilar and 2ill not chan"e if one and the sa$e test 2ill be "i(en on (arious days. The author of the paper is of the sa$e $ind 2ith ;yno$ and presu$es the reliability to be the one of the :ey ele$ents of a "ood test in "eneral. 8orA as it has been already discussed beforeA the essence of reliability is that 2hen the studentsB scores for one and the sa$e testA thou"h "i(en at different periods of ti$e and 2ith a rather e<tended inter(alA 2ill be appro<i$ately the sa$e. It 2ill not only display the idea that the test is 2ell or"ani3edA but 2ill denote that the students ha(e acDuired the ne2 $aterial 2ell. ' reliable testA accordin" to ;yno$A 2ill contain 2ell*for$ulated tas:s and not indefinite DuestionsC the student 2ill :no2 2hat e<actly should be done. The test 2ill al2ays present ready e<a$ples at the be"innin" of each tas: to clarify 2hat should be done. The students 2ill not be frustrated and 2ill :no2 e<actly 2hat they are as:ed to perfor$. @o2e(erA -ud"in" for$ the personal e<perienceA the author of the paper has to ad$itA that e(en such hints $ay confuse the studentsC they $ay fail to understand the reDuire$ents andA conseDuentlyA fail to co$plete the tas: correctly. This could be e<plained by the fact that the students are (ery often inattenti(eA lac: patience and try to acco$plish the test Duic:ly 2ithout botherin" to double chec: it. 8urtherA re"ardin" to @eaton E111)=13FA 2ho states that the test could be unreliable if the t2o different $ar:ers $ar: itA 2e can add that this factor should be acceptedA as 2ell. 8or e<a$pleA one representati(e of $ar:in" tea$ could be rather lenient and ha(e different de$ands and reDuire$entsA but the other one could appear to be too strict and 2ould pay attention to any detail. ThusA 2e can co$e to another i$portant factor influencin" the reliability that is $ar:erBs co$parison of e<a$ineesB ans2ers. 0oreo(erA 2e ha(e to ad$it a rather sad fact but not the e<ceptional one that the $a:erBs personal attitude to2ards the testee could i$pact his5her e(aluation. +o one has to e<clude (arious ho$e or health proble$s the $ar:er can encounter at that $o$entA as 2ell. To su$$ari3eA 2e can say that for a "ood test possessin" (alidity and reliability is not enou"h. The test should be practicalA or in other 2ordsA efficient. It should be easily understood by the e<a$ineeA ease scored and ad$inisteredA andA certainlyA rather cheap. It should not last for eternityA for both e<a$iner and e<a$inee could beco$e tired durin" fi(e hours non*stop testin" process. 0oreo(erA testin" the students the teachers should be a2are of the fact that to"ether 2ith chec:in" their :no2led"e the test can influence the students ne"ati(ely. ThereforeA the teachers
12

ou"ht to desi"n such a test that it could encoura"e the studentsA but not to $a:e the$ reassure in their o2n abilities. The test should be a friendA not an ene$y. ThusA the issue of (alidity and reliability is (ery essential in creatin" a "ood test. The test should $easure 2hat it is supposed to $easureA but not the :no2led"e beyond the studentsB abilities. 0oreo(erA the test 2ill be a true indicator 2hether the learnin" process and the teacherBs 2or: is effecti(e.

Chapter 3 Types of tests !ifferent scholars E'ldersonA 111/C @eatonA 111)C 9nderhillA 1111F in their researches as: the si$ilar Duestion I 2hy testA do the teachers really need the$ and for 2hat purpose. 8urtherA they all a"ree that test is not the teacherBs desire to catch the students unprepared 2ith 2hat they are not acDuaintedC it is also not the $oti(atin" factor for the students to study. In factA the test is a reDuest for infor$ation and possibility to learn 2hat the teachers did not :no2 about their students before. We can add here that the test is i$portant for the studentsA tooA thou"h they are una2are of that. The test is supposed to display not only the studentsB 2ea: pointsA but also their stron" sides. It could act as an indicator of pro"ress the student is "radually $a:in" learnin" the lan"ua"e. 0oreo(erA 2e can cite the idea of @u"hes E1181=%F 2ho e$phasises that 2e can chec: the pro"ressA "eneral or specific :no2led"e of the studentsA etc. This clai$ 2ill directly lead us to the state$ent that for each of these purposes there is a special type of testin". 'ccordin" to so$e scholars ETho$psonA 2))1C @u"hesA 1181C 'ldersonA 111/C @eatonA 111)C 9nderhillA 1111FA there are four traditional cate"ories or types of tests= proficiency testsA achie(e$ent testsA dia"nostic testsA and place$ent tests. The author of the paperA once bein" a teacherA can clai$ that she is acDuainted 2ith three of the$ and has freDuently used the$ in her teachin" practice. In the follo2in" sub*chapters 2e are deter$ined to discuss different types of tests and if possible to apply our o2n e<perience in usin" the$. 3.1. !ia"nostic tests It is 2ise to start our discussion 2ith that type of testin"A for it is typically the first step each teacherA e(en non*lan"ua"e teacherA ta:es at the be"innin" of a ne2 school year. In the establish$ent the author of the paper 2as 2or:in" it 2as one of the $ain rules to start a ne2 study year "i(in" the students a dia"nostic test. 7(ery year the ad$inistration of the school had
13

ste$$ed a special plan 2here e(ery teacher 2as supposed to 2rite 2hen and ho2 they 2ere "oin" to test their students. 0oreo(erA the teachers 2ere supposed to analyse the dia"nostic testsA co$plete special docu$ents and pro(ide dia"ra$s 2ith the results of each class or "roup if a class 2as di(ided. ThenA at the end of the study year the teachers 2ere de$anded to co$pare the results of the$ 2ith the finalA achie(e$ent test Esee in 'ppendi< 1F. The author of the paper has used this type of test for se(eral ti$esA but had ne(er "one deep into details ho2 it is constructedA 2hy and 2hat for. ThereforeA the facts listed belo2 2ere of "reat (alue for her. eferrin" to 6on"$an !ictionary of 6T'6 E1)/F dia"nostic tests is a test that is $eant to display 2hat the student :no2s and 2hat s5he does not :no2. The dictionary "i(es an e<a$ple of testin" the learnersB pronunciation of 7n"lish sounds. 0oreo(erA the test can chec: the studentsB :no2led"e before startin" a particular course. @u"hes E1181=/F adds that dia"nostic tests are supposed to spot the studentsB 2ea: and stron" points. @eaton E111)=13F co$pares such type of test 2ith a dia"nosis of a patientA and the teacher 2ith a doctor 2ho states the dia"nosis. 9nderhill E1111=1&.F adds that a dia"nostic test pro(ides the student 2ith a (ariety of lan"ua"e ele$entsA 2hich 2ill help the teacher to deter$ine 2hat the student :no2s or does not :no2. We belie(e that the teacher 2ill intentionally include the $aterial that either is presu$ed to be tau"ht by a syllabus or could be a startin" point for a course 2ithout the :no2led"e of 2hich the further 2or: is not possible. ThusA 2e fully a"ree 2ith the @eatonBs co$parison 2here he contrasts the test 2ith a patientBs dia"nosis. The dia"nostic test displays the teacher a situation of the studentsB current :no2led"e. This is (ery essential especially 2hen the students return fro$ their su$$er holidays Ethat produces a rather substantial "ap in their :no2led"eF or if the students start a ne2 course and the teacher is co$pletely unfa$iliar 2ith the le(el of the "roup. @enceA the teacher has to consider carefully about the ite$s s5he is interested in to teach. This consideration reflects @eatonBs proposal Eibid.FA 2hich stipulates that the teachers should be syste$atic to desi"n the tas:s that are supposed to illustrate the studentsB abilitiesA and they should :no2 2hat e<actly they are testin". 0oreo(erA 9nderhill Eibid.F points out that apart fro$ the abo(e*$entioned the $ost essential ele$ent of the dia"nostic test is that the students should not feel depressed 2hen the test is co$pleted. ThereforeA (ery often the teachers do not put any $ar:s for the dia"nostic test and so$eti$es e(en do not sho2 the test to the learners if the students do not as: the teacher to return it. +e(erthelessA re"ardin" our o2n e<perienceA the learnersA especially the youn" onesA are ea"er to :no2 their results and e(en de$and $ar:s for their 2or:. +ot2ithstandin"A it is up to the teacher 2hether to infor$ his5her students 2ith the results or notC ho2e(erA the test

14

represents a (aluable infor$ation $ostly for the teacher and his5her plans for desi"nin" a syllabus. eturnin" to @u"hes Eibid.F 2e can e$phasise his belief that this type of test is (ery useful for indi(idual chec:. It $eans that this test could be applicable for chec:in" a definite ite$C it is not necessary that it 2ill co(er broader topics of the lan"ua"e. @o2e(erA further @u"hes assu$es that this test is rather difficult to desi"n and the si3e of the test can be e(en i$practical. It $eans that if the teacher 2ants to chec: the studentsB :no2led"e of #resent si$pleA s5he 2ill reDuire a "reat deal of e<a$ples for the students to choose fro$. It 2ill de$and a tireso$e 2or: fro$ the teacher to co$pose such type of the testA and $ay e(en confuse the learners. 't that point 2e can allude to our e<perience in "i(in" a dia"nostic test in 8or$ %. It 2as the class the teacher had 2or:ed before and :ne2 the students and their le(el rather "ood. @o2e(erA ne2 learners had -oined the classA and the teacher had not a sli"htest idea about their abilities. It 2as ob(ious that the students 2orried about ho2 they 2ould acco$plish the test and 2hat $ar:s 2ould they recei(e. The teacher had ensured the$ that the test 2ould not be e(aluated by $ar:s. It 2as necessary for the teacher to plan her future 2or:. That 2as done to release the tension in the class and $a:e the students "et rid of the stress that $i"ht be crucial for the results. The students i$$ediately felt free and set to 2or:. 6ater 2hen analysin" and su$$ari3in" the results the teacher reali3ed that the studentsB :no2led"e 2as purely "ood. CertainlyA there 2ere the place the students reDuired $ore practiceC therefore durin" the ne<t class the students 2ere offered re$edial acti(ities on the points they had encountered any difficulties. 0oreo(erA that 2as the case 2hen the students 2ere particularly interested in their $ar:s. To concludeA 2e can concei(e that interpretin" the results of dia"nostic tests the teachers apart fro$ predictin" 2hy the student has done the e<ercises the 2ay s5he hasA but not the otherA 2ill recei(e a si"nificant infor$ation about his5her "roup s5he is "oin" to 2or: 2ith and later use the infor$ation as a basis for the for$in" syllabus. 3.2 #lace$ent tests 'nother type of test 2e are intended to discuss is a place$ent test. Concernin" 6on"$an !ictionary of 6T'6 a"ain E271*28)F 2e can see that a place$ent test is a test that places the students at an appropriate le(el in a pro"ra$$e or a course. This ter$ does not refer to the syste$ and construction of the testA but to its usa"e purpose. 'ccordin" to @u"hes E1181=7FA this
15

type of test is also used to decide 2hich "roup or class the learner could be -oined to. This state$ent is entirely supported by another scholarA such as 'lderson E111/=21/FA 2ho declares that this type of test is $eant for sho2in" the teacher the studentsB le(el of the lan"ua"e ability. It 2ill assist to put the student e<actly in that "roup that responds his5her true abilities. @eaton Eibid.F adheres that the follo2in" type of testin" should be "eneral and should purely focus on a (ast ran"e of topics of the lan"ua"e not on -ust specific one. ThereforeA the place$ent test typically could be represented in the for$ of dictationsA inter(ie2sA "ra$$ar testsA etc. 0oreo(erA accordin" to @eaton Eibid.FA the place$ent test should deal e<actly 2ith the lan"ua"e s:ills rele(ant to those that 2ill be tau"ht durin" a particular course. If our course includes de(elop$ent of 2ritin" s:ills reDuired for politicsA it is not appropriate to study 2ritin" reDuired for $edical purposes. ThusA @eaton Eibid.F presu$es that is fairly i$portant to analyse and study the syllabus beforehand. 8or the place$ent test is co$pletely attributed to the future course pro"ra$$e. 8urther$oreA @u"hes Eibid.F stresses that each institution 2ill ha(e its o2n place$ent tests $eetin" its needs. The test suitable for one institution 2ill not suit the needs of another. 6i:e2iseA the $atter of scorin" is particularly si"nificant in the case of place$ent testsA for the scores "athered ser(e as a basis for puttin" the students into different "roups appropriate to their le(el. 't this point 2e can atte$pt to co$pare a place$ent test and dia"nostic one. 8ro$ the first si"ht these both types of tests could loo: si$ilar. They both are "i(en at the be"innin" of the study year and both are $eant for distin"uishin" the studentsB le(el of the current :no2led"e. @o2e(erA if 2e consider the facts described in sub*chapter 2.1 2e 2ill see ho2 they are different. ' dia"nostic test is $eant for displayin" a picture of the studentsB "eneral :no2led"e at the be"innin" of the study year for the teacher to plan further 2or: and desi"n an appropriate syllabus for his5her students. WhereasA a place$ent test is desi"ned and "i(en in order to use the infor$ation of the studentsB :no2led"e for puttin" the students into "roups accordin" to their le(el of the lan"ua"e. IndeedA they are both used for teacherBs plannin" of the course their functions differ. ' collea"ue of $ineA 2ho 2or:s at schoolA has infor$ed $e that they ha(e used a place$ent test at the be"innin" of the year and it appeared to be rele(ant and efficient for her and her collea"ueBs future teachin". The students 2ere di(ided accordin" to their 7n"lish lan"ua"e abilities= the students 2ith better :no2led"e 2ere put to"etherA 2hereas the 2ea:er students for$ed their o2n "roup. It does not $ean discri$ination bet2een the students. The teachers ha(e e<plained the students the reason for such actionsA 2hy it 2as necessary I they
16

2anted to produce an appropriate teachin" for each student ta:in" his5her abilities into account. The teachers ha(e altered their syllabus to $eet the de$ands of the students. The result pro(ed to be satisfyin". The students 2ith better :no2led"e pro"ressedC no one halted the$. The 2ea:er students ha(e "radually i$pro(ed their :no2led"eA for they recei(ed due attention than it 2ould be in a $i<ed "roup. 3.3 #ro"ress test @a(in" discussed t2o types of tests that are usually used at the be"innin"A 2e can approach the test typically e$ployed durin" the study year to chec: the studentsB de(elop$ent. We 2ill spea: about a pro"ress test. 'ccordin" to 'lderson E111/=217FA pro"ress test 2ill sho2 the teacher 2hether the students ha(e learnt the recently tau"ht $aterial successfully. ;asicallyA the teacher intends to chec: certain ite$sA not "eneral topics co(ered durin" the school or study year. Co$$onlyA it is not (ery lon" and is deter$ined to chec: the recent $aterial. ThereforeA the teacher $i"ht e<pect his5her learners to "et rather hi"h scores. The follo2in" type is supposed to be used after the students ha(e learnt either a set of units on a the$e or ha(e co(ered a definite topic of the lan"ua"e. It 2ill display the teacher 2hether the $aterial has been successfully acDuired or the students need additional practice instead of startin" a ne2 $aterial. ' pro"ress test 2ill basically display the acti(ities based on the $aterial the teacher is deter$ined to chec:. To e(aluate it the teacher can 2or: out a certain syste$ of points that later 2ill co$pose a $ar:. TypicallyA such tests do not influence the studentsB final $ar: at the end of the year. The authorities of school de$and the teachers to conduct pro"ress testsA as 2ell. @o2e(erA the teachers the$sel(es decide on the necessity of applyin" the$. +e(erthelessA 2e can clai$ that pro"ress test is ine(itable part of the learnin" process. We can e(en ta:e a responsibility to declare that pro"ress test facilitate the $aterial acDuisition in a 2ay. The students preparin" for the test loo: throu"h the $aterial a"ain and there is a chance it can be transferred to their lon"*ter$ $e$ory. 8urtherA 2e can co$e to 'lderson Eibid.F 2ho presu$es that such type of testin" could function as a $oti(atin" fact for the learnersA for success 2ill de(elop the studentsB confidence in their o2n :no2led"e and $oti(ate the$ study further $ore (i"orously. In caseA there 2ill be t2o or three students 2hose scores are rather lo2A the teacher should encoura"e the$ by pro(idin" support in future and i$ply the idea that studyin" hard 2ill allo2 the$ to catch up 2ith the rest of the students sooner or later. The author of the paper basin" on her e<perience a"rees 2ith the

17

state$entA for she had noticed that 2ea:er students 2hen they had $ana"ed to 2rite their test successfully beca$e proud of their achie(e$ent and started 2or:in" better. @o2e(erA if the $a-ority of the class scores a rather lo2 "radeA the teacher should be cautious. This could be a si"nal that there is either so$ethin" 2ron" 2ith the teachin" or the students are lo2 $oti(ated or la3y.

3.& 'chie(e$ent tests 'part fro$ a pro"ress test the teachers e$ploy another type I achie(e$ent test. 'ccordin" to 6on"$an !ictionary of 6T'6 E3FA an achie(e$ent test is a testA 2hich $easures a lan"ua"e so$eone has learned durin" a specific courseA study or pro"ra$. @ere the pro"ress is si"nificant andA thereforeA is the $ain point tested. 'lderson E111/=211F posits that achie(e$ent tests are >$ore for$al?A 2hereas @u"hes E1181=8F assu$es that this type of tests 2ill fully in(ol(e teachersA for they 2ill be responsible for the preparation of such tests and "i(in" the$ to the learners. @e repeats the dictionary definin" the notion of achie(e$ent testsA addin" -ust that success of the studentsA "roups of studentsA or the courses. 8urther$oreA 'lderson Eibid.F concei(es that achie(e$ent tests are $ainly "i(en at definite ti$es of the school year. 0oreo(erA they could be e<tre$ely crucial for the studentsA for they are intended either to $a:e the students pass or fail the test. 't this instant the author of the paper is deter$ined to co$pare a pro"ress and achie(e$ent test. '"ain if 2e loo: at these t2o types they $i"ht see$ si$ilarA ho2e(erA it is not so. !ra2in" on the facts listed abo(e Esee sub*chapter 2.3F 2e can report that a pro"ress test is typically used durin" the course to chec: the acDuisition of an e<cerpted $aterial. 'n achie(e$ent test chec:s the acDuisition of the $aterialA as 2ell. 'lthou"hA it is far different in its application ti$e. We basically use an achie(e$ent test at the end of the course to chec: the acDuisition of the $aterial co(ered durin" the study yearA not bits of it as it is 2ith a pro"ress test. Kuotin" @u"hes Eibid.F 2e can differentiate bet2een t2o :inds of achie(e$ent tests= final and pro"ress tests. 8inal tests are the tests that are usually "i(en at the end of the course in order to chec: the studentsB achie(ed results and 2hether the ob-ecti(es set at the be"innin" ha(e been successfully reached. 8urther @u"hes hi"hli"hts that $inistries of educationA official
18

e<a$inin" boardsA school ad$inistration and e(en the teachers the$sel(es desi"n these tests. The tests are based on the curriculu$ and the course that has been studied. We assu$eA that is a 2ell*:no2n fact that teachers usually are responsible for co$posin" such testsA and it reDuires a careful 2or:. 'lternati(elyA 'lderson Eibid.F $entions t2o usa"e types of achie(e$ent tests= for$ati(e and su$$ati(e. The notion of a for$ati(e test denotes the idea that the teacher 2ill be able after e(aluatin" the results of the test reconsider his5her teachin"A syllabus desi"n and e(en slo2 do2n the pace of studyin" to consolidate the $aterial if it is necessary in future. +ot2ithstandin"A these reconsiderations 2ill not affect the present students 2ho ha(e ta:en the test. They 2ill be applied to the future syllabus desi"n. .u$$ati(e usa"e 2ill deal precisely 2ith the studentsB success or failure. The teacher 2ill i$$ediately can ta:e up re$edial acti(ities to i$pro(e a situation. 8urtherA 'lderson Eibid.F and @eaton E111)=1&F stipulate that desi"nin" an achie(e$ent test is rather ti$e*consu$in"A for the achie(e$ent test is basically de(ised to co(er a broad topic of the $aterial co(ered durin" the course. In additionA one and the sa$e achie(e$ent test could be "i(en to $ore than one class at school to chec: both the studentsB pro"ress and the teachersB 2or:. 't that point it is (ery essential to consider the $aterial co(ered by different classes or "roups. Lou cannot as: the students 2hat they ha(e not been tau"ht. @eaton Eibid.F e$phasises the close cooperati(e 2or: of the teachers as a crucial ele$ent in test desi"n. @o2e(erA in the school the author of the paper used to 2or: the teachers did not cooperate in desi"nin" achie(e$ent tests. 7ach teacher 2as free to 2rite the test that best suits his5her children. !e(elopin" the topicA 2e can focus on @u"hesB idea that there is an approach ho2 to desi"n a testC it is called syllabus*content approach. The test is based on a syllabus studied or a boo: ta:en durin" the course. This test could be described as a fair testA for it focuses $ainly on the detailed $aterial that the students are supposed to ha(e studied. @u"hes Eibid.F points out that if the test is inappropriately desi"nedA it could result in unsuccessful acco$plish$ent of it. .o$eti$es the de$ands of the test $ay differ fro$ the ob-ecti(es of the course. ThereforeA the test should be based directly on the ob-ecti(es of the course. ConseDuentlyA it 2ill influence the choice of boo:s appropriate to the syllable and syllable itself. The bac:2ash 2ill be positi(e not only for the testA but also for the teachin". 8urther$oreA 2e should $ention that the students ha(e to :no2 the criteria accordin" to 2hich they are "oin" to be e(aluated.

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To conclude 2e shall state a"ain that achie(e$ent tests are $eant to chec: the $astery of the $aterial co(ered by the learners. They 2ill be "reat helpers for the teacherBs future 2or: and 2ill contribute a lot to the studentsB pro"ress.

3.% #roficiency tests The last type of test to be discussed is a proficiency test. e"ardin" 6on"$an !ictionary of 6T'6 E212F proficiency test is a testA 2hich $easures ho2 $uch of a lan"ua"e a person :no2s or has learnt. It is not bound to any curriculu$ or syllabusA but is intended to chec: the learnersB lan"ua"e co$petence. 'lthou"hA so$e preparation and ad$inistration 2as done before ta:in" the testA the testBs results are 2hat bein" focused on. The e<a$ples of such tests could be the '$erican Testin" of 7n"lish as 8orei"n 6an"ua"e test Efurther in the te<t T,786F that is used to $easures the learnersB "eneral :no2led"e of 7n"lish in order to allo2 the$ to enter any hi"h educational establish$ents or to ta:e up a -ob in the 9.'. 'nother proficiency test is Ca$brid"e 8irst Certificate test that has al$ost the sa$e ai$ as T,786. @u"hes E1181=1)F "i(es the si$ilar definition of proficiency tests stressin" that trainin" is not the thin" that is e$phasisedA but the lan"ua"e. @e adds that MproficientB in the case of proficiency tests $eans possessin" a certain ability of usin" the lan"ua"e accordin" to an appropriate purpose. It denotes that the learnerBs lan"ua"e ability could be tested in (arious fields or sub-ects EartA scienceA $edicineA etc.F in order to chec: 2hether the learner could suit the de$ands of a specific field or not. This could refer to T,786 tests. 'part fro$ T,786 2e can spea: about Ca$brid"e 8irst Certificate testA 2hich is "eneral and does not concern any specific field. The ai$ of this test is to re(eal 2hether the learnersB lan"ua"e abilities ha(e reached a certain standard set. The test could be ta:en by anyone 2ho is interested in testin" the le(el of lan"ua"e :no2led"e. There are special tests le(elsA 2hich can be chosen by a candidate. If a candidate has passed the e<a$ s5he can ta:e another one of a different le(el. @o2e(erA these entire tests are not free of char"eA and in order to ta:e it an indi(idual has to pay for the$. e"ardin" @u"hes Eibid.F 2ho supposes that the only si$ilar factor about such tests that they are not based on any coursesA but are intended to $easure the candidatesB suitability for a certain post or course at the uni(ersityA 2e can add that in order to pass these tests a candidate has to attend special preparatory courses. 0oreo(erA @u"hes Eibid.F belie(es that the proficiency tests affect learnersB $ore in ne"ati(e 2ayA than in positi(e one.
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The author of the paper both a"rees and does not a"ree 2ith the @u"hesB proposed state$ent. !efinitelyA this test could $a:e the testee depressed and e<hausted by ta:in" a rather lon" test. 0oreo(erA the proficiency tests are rather i$partialC they are not testee*friendly. @o2e(erA there is a useful factor a$on"st the ne"ati(e ones. It is preparation to proficiency testsA for it in(ol(es all lan"ua"e $aterial startin" fro$ "ra$$ar finishin" 2ith listenin" co$prehension. 'll four s:ills are bein" practised durin" the preparation courseC (arious readin" tas: and acti(ities ha(e been incorporatedC 2ritin" has been stressed focusin" on all possible types of essaysA lettersA re(ie2sA etc. .pea:in" has been practiced as 2ell. The 2hole $aterial has been consolidated for $any ti$es. To su$$ari3e 2e can clai$ that there are different types of tests that ser(e for different purposes. 0oreo(erA they all are necessary for the teacherBs 2or:A for the$A apart fro$ a proficiency testA could contribute to successful $aterial acDuisition by learners.

Chapter 4 Ways of testing In this chapter 2e 2ill atte$pt to discuss (arious types of testin" and if possible co$pare the$. We 2ill start 2ith the $ost "eneral ones and $o(e to $ore specific and detailed 2ays of testin". &.1 !irect and indirect testin" The first types of testin" 2e are intended to discuss are direct and indirect testin". 8irstA 2e 2ill try to define each of the$C secondlyA 2e 2ill endea(our to co$pare the$. We 2ill co$$ence our discussion 2ith direct testin" that accordin" to @u"hes E1181=1&F $eans the in(ol(e$ent of a s:ill that is supposed to be tested. The follo2in" (ie2 $eans that 2hen applyin" the direct testin" the teacher 2ill be interested in testin" a particular s:illA e.". if the ai$ of the test is to chec: listenin" co$prehensionA the students 2ill be "i(en a test that 2ill chec: their listenin" s:illsA such as listenin" to the tape and doin" the acco$panyin" tas:s. .uch type of test 2ill not en"a"e testin" of other s:ills. @u"hes Eibid.F e$phasises the i$portance of usin" authentic $aterials. Thou"hA 2e stipulate that the teacher is free to decide hi$5herself 2hat :ind of $aterial the students should be pro(ided 2ith. It the teacherBs ai$ is to teach the students to co$prehend the realA nati(e speechA s5he 2ill apply the authentic $aterial in teachin" and laterA lo"icallyA in tests. !e(elopin" the idea 2e can cite ;yno$ E2))1=8F 2ho assu$es that
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direct testin" introduces real*life lan"ua"e throu"h authentic tas:s. ConseDuentlyA it 2ill lead to the usa"e of role*playsA su$$arisin" the "eneral ideaA pro(idin" the $issin" infor$ationA etc. 0o(in" further and analysin" the state$ents $ade by the lin"uists E;yno$A 2))1C @u"hesA1181F 2e can posit the idea that direct testin" 2ill be tas:*orientedA effecti(e and easy to $ana"e if it tests such s:ills as 2ritin" or spea:in". It could be e<plained by the fact that the tas:s intended to chec: the s:ills $entioned abo(e "i(e us precise infor$ation about the learnersB abilities. 0oreo(erA 2e can $aintain that 2hen testin" 2ritin" the teacher de$ands the students to 2rite a certain tas:A such as an essayA a co$position or reproductionA and it 2ill be precisely the point the teacher 2ill be intended to chec:. There 2ill be certain de$ands i$posed on 2ritin" testC the teacher $i"ht be -ust interested in the studentsB ability to produce the ri"ht layout of an essay 2ithout ta:in" "ra$$ar into accountA orA on the contraryA 2ill be $ore concerned 2ith "ra$$atical and syntactical structures. What concerns testin" spea:in" s:illsA here the author of the paper does not support the idea pro$oted by ;yno$ that it could be treated as direct testin". !efinitelyA you 2ill ha(e a certain tas: to in(ol(e your spea:in" s:illsC ho2e(erA spea:in" is not possible 2ithout e$ploy$ent of listenin" s:ills. This in turn 2ill "enerate the idea that apart fro$ spea:in" s:ills the teacher 2ill test the studentsB ability to understand the speech s5he hearsA thus in(ol(in" spea:in" s:ills. It is said that the ad(anta"es of direct testin" is that it is intended to test so$e certain abilitiesA and preparation for that usually in(ol(es persistent practice of certain s:ills. +e(erthelessA the s:ills tested are depri(ed fro$ the authentic situation that later $ay cause difficulties for the students in usin" the$. +o2 2e can shift to another notion * indirect testin". It differs fro$ direct one in the 2ay that it $easures a s:ill throu"h so$e other s:ill. It could $ean the incorporation of (arious s:ills that are connected 2ith each otherA e.". listenin" and spea:in" s:ills. Indirect testin"A re"ardin" to @u"hesA tests the usa"e of the lan"ua"e in real*life situation. 0oreo(erA it suits all situationsC 2hereas direct testin" is bound to certain tas:s intended to chec: a certain s:ill. @u"hes Eibid.F assu$es that indirect testin" is $ore effecti(e than direct oneA for it co(ers a broader part of the lan"ua"e. It denotes that the learners are not constrained to one particular s:ill and a rele(ant e<ercise. They are free to elaborate all four s:illsC 2hat is chec:ed is their ability to operate 2ith those s:ills and apply the$ in (ariousA e(en unpredictable situations. This is the true indicator of the learnerBs real :no2led"e of the lan"ua"e. Indirect testin" has $ore ad(anta"es that disad(anta"esA althou"h the only dra2bac: accordin" to @u"hes is that such type of testin" is difficult to e(aluate. It could be frustratin"
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2hat to chec: and ho2 to chec:C 2hether "ra$$ar should be e(aluated hi"herA than co$position structure or (ice (ersa. The author of the paper a"rees 2ith thatA ho2e(erA basin" on her e<perience at school a"ainA she $ust clai$ that it is not so easy to apply indirect testin". This could be rather ti$e*consu$in"A for it is a 2ell*:no2n fact that the duration of the class is -ust forty $inutesC $oreo(erA it is rather co$plicated to construct indirect test I it de$ands a lot of 2or:A but our teachers are usually o(erloaded 2ith a (ariety of other duties. ThusA 2e can only hope on the course boo:s that supply us 2ith a (ariety of acti(ities that in(ol(e cooperation of all four s:ills.

&.2 !iscrete point and inte"rati(e testin" @a(in" discussed the :inds of testin" that deal 2ith "eneral aspectsA such as certain s:ills and (ariety of s:ills in cooperationA 2e can co$e to the $ore detailed types as discrete point and inte"rati(e testin". 'ccordin" to 6on"$an !ictionary of 6T'6 E112FA discrete point test is a lan"ua"e test that is $eant to test a particular lan"ua"e ite$A e.". tenses. The basis of that type of tests is that 2e can test co$ponents of the lan"ua"e E"ra$$arA (ocabularyA pronunciationA and spellin"F and lan"ua"e s:ills Elistenin"A readin"A spea:in"A and 2ritin"F separately. We can declare that discrete point test is a co$$on test used by the teachers in our schools. @a(in" studied a "ra$$ar topic or ne2 (ocabularyA ha(in" practiced it a "reat dealA the teacher basically "i(es a test based on the co(ered $aterial. This test usually includes the ite$s that 2ere studied and 2ill ne(er display anythin" else fro$ a far different field. The sa$e 2ill concern the lan"ua"e s:illsC if the teacherB ai$ is to chec: readin" s:illsC the other s:ills 2ill be ne"lected. The author of the paper had used such types of tests herselfA especially after a definite "ra$$ar topic 2as studied. .he had to construct the tests herself basin" on the e<a$ples displayed in (arious "ra$$ar boo:s. It 2as usually "ap*fillin" e<ercisesA $ultiple choice ite$s or clo3e tests. .o$eti$es a creati(e 2or: 2as offeredA 2here the students had to 2rite a story in(ol(in" a certain "ra$$ar the$e that 2as bein" chec:ed. 'ccordin" to her obser(anceA the students 2ho studied hard 2ere able to co$plete the$ successfullyA thou"h there 2ere the cases 2hen the students failed. +o2 ha(in" discussed the theory on (alidityA reliability and types of testin"A it is e(en $ore difficult to reali3e 2ho 2as really to bla$e for the test failures= either the tests 2ere 2ron"ly desi"ned or there 2as a proble$ in teachin". +ot2ithstandin"A this type 2as and still re$ains to be the $ost "eneral and acceptable type in schools of our countryA for it is easy to
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desi"nA it concerns a certain aspect of the lan"ua"e and is easy to score. If 2e spea: about types of tests 2e can say that this 2ay of testin" refers $ore to a pro"ress test ELou can see the e<a$ples of such type of test in 'ppendi< 2F. +e(erthelessA accordin" to ;yno$ E2))1=8F there is a certain dra2bac: of discrete point testin"A for it tests only separated partsA but does not sho2 us the 2hole lan"ua"e. It is trueA if our ai$ is to incorporate the 2hole lan"ua"e. Thou"hA if 2e are to chec: the e<act $aterial the students 2ere supposed to learnA then 2hy not use it. !iscussin" furtherA 2e ha(e co$e to inte"rati(e tests. 'ccordin" to 6on"$an !ictionary of 6T'6A the inte"rati(e test intends to chec: se(eral lan"ua"e s:ills and lan"ua"e co$ponents to"ether or si$ultaneously. @u"hes E1181=1%F stipulates that the inte"rati(e tests display the learnersB :no2led"e of "ra$$arA (ocabularyA spellin" to"etherA but not as separate s:ills or ite$s. 'lderson E111/=211F poses thatA by and lar"eA $ost teachers prefer usin" inte"rati(e testin" to discrete point type. @e e<plains the fact that basically the teachers either ha(e no enou"h of spare ti$e to chec: a certain split ite$ bein" tested or the purpose of the test is only considered to (ie2 the 2hole $aterial. 0oreo(erA so$e lan"ua"e s:ills such as readin" do not reDuire the precise in(esti"ation of the studentsB abilities 2hether they can cope 2ith definite fra"$ents of the te<t or not. We can render the prior state$ents as the idea that the teachers are $ostly concerned 2ith "eneral lan"ua"e :no2led"eA but not 2ith bits and pieces of it. The separate ite$s usually are not capable of sho2in" the real state of the studentsB :no2led"e. What concerns the author of the paperA she finds inte"rati(e testin" (ery usefulA thou"h $ore habitual one she belie(es to be discrete point test. .he assu$es that the teacher should incorporate both types of testin" for effecti(e e(aluation of the studentsB true lan"ua"e abilities. &.3 Criterion*referenced and nor$ referenced testin" The ne<t types of testin" to be discussed are criterion*referenced and nor$ referenced testin". They are not focused directly on the lan"ua"e ite$sA but on the scores the students can "et. '"ain 2e should concern 6on"$an !ictionary of 6T'6 E17F that states that criterion* referenced test $easures the :no2led"e of the students accordin" to set standards or criteria. This $eans that there 2ill be certain criteria accordin" to 2hich the students 2ill be assessed. There 2ill be (arious criteria for different le(els of the studentsB lan"ua"e :no2led"e. @ere the ai$ of testin" is not to co$pare the results of the students. It is connected 2ith the learnersB :no2led"e of the sub-ect. 's @u"hes E1181=1/F puts it the criterion*referenced tests chec: the
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actual lan"ua"e abilities of the students. They distin"uish the 2ea: and stron" points of the students. The students either $ana"e to pass the test or fail it. @o2e(erA they ne(er feel better or 2orse than their class$atesA for the pro"ress is focused and chec:ed. 't this point 2e can spea: about the centrali3ed e<a$s at the end of the t2elfth and ninth for$. 's far as the author of the paper is concernedA the results of the e<a$s are confidentA and the learners after passin" the e<a$s are conferred 2ith (arious le(els rele(ant to their lan"ua"e ability. 'part fro$ thatA once a year in 6at(ian schools the students are "i(en tests desi"ned by the officials of the 0inistry of 7ducation to chec: the le(el of the students andA 2hat is $ost i$portantA the 2or: of the teacher. They call the$ dia"nostic testsA thou"h accordin" to the $aterial discussed abo(e it is rather ar"uable. +e(erthelessA 2e can accept the fact that criterion*referenced testin" could be used in the for$ of dia"nostic tests. 'd(ancin" furtherA 2e ha(e co$e to nor$*referenced test that $easures the :no2led"e of the learner and co$pares it 2ith the :no2led"e of another $e$ber of his5her "roup. The learnerBs score is co$pared 2ith the scores of the other students. 'ccordin" to @u"hes Eibid.FA this type of test does not sho2 us 2hat e<actly the student :no2s. ThereforeA 2e presu$e that the best test for$at for the follo2in" type of testin" could be a place$ent testA for it concerns the studentsB place$ent and di(ision accordin" to their :no2led"e of the forei"n lan"ua"e. There the score is (italA as 2ell. &.& ,b-ecti(e and sub-ecti(e testin" It 2orth $entionin" that apart fro$ scorin" and testin" the learnersB abilities another essential role could be de(oted to indirect factors that influence e(aluatin". These are ob-ecti(e and sub-ecti(e issues in testin". 'ccordin" to @u"hes E1181=11FA the difference bet2een these t2o types is the 2ay of scorin" and presence or absence of the e<a$inerBs -ud"e$ent. If there is not any -ud"e$entA the test is ob-ecti(e. ,n the contraryA the sub-ecti(e test in(ol(es personal -ud"e$ent of the e<a$iner. The author of the paper sees it as 2hen testin" the students ob-ecti(elyA the teacher usually chec:s -ust the :no2led"e of the topic. WhereasA testin" sub-ecti(ely could i$ply the teacherBs ideas and -ud"e$ents. This could be encountered durin" spea:in" test 2here the student can produce either positi(e or ne"ati(e i$pression on the teacher. 0oreo(erA the teacherBs i$pression and his5her :no2led"e of the studentsB true abilities can seriously influence assessin" process. 8or e<a$pleA the student has failed the testC ho2e(erA the teacher :no2s the true abilities of the student andA thereforeA s5he 2ill assess the 2or: of that student differently ta:in" all the factors into account. &.% Co$$unicati(e lan"ua"e testin"
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eferrin" to ;yno$ Eibid.FA this type of testin" has beco$e popular since 117)* 8)s. It in(ol(es the :no2led"e of "ra$$ar and ho2 it could be applied in 2ritten and oral lan"ua"eC the :no2led"e 2hen to spea: and 2hat to say in an appropriate situationC :no2led"e of (erbal and non*(erbal co$$unication. 'll these types of :no2led"e should be successfully used in a situation. It bases on the functional use of the lan"ua"e. 0oreo(erA co$$unicati(e lan"ua"e testin" helps the learners feel the$sel(es in real*life situation and acDuire the rele(ant lan"ua"e. Weir E111)=7F stipulates that the current type of testin" tests e<actly the >perfor$ance? of co$$unication. 8urtherA he de(elops the idea of >co$petence? due to the fact that an indi(idual usually acts in a (ariety of situations. 'fter2ardsA reconsiderin" ;ach$anBs idea he co$es 2ith another notion I Mco$$unicati(e lan"ua"e abilityB. Weir E111)=1)*11F assu$es that in order to 2or: out a "ood co$$unicati(e lan"ua"e test 2e ha(e to bear in $ind the issue of precision= both the s:ills and perfor$ance should be accurate. ;esidesA their collaboration is (ital for the studentsB place$ent in the so* called Mreal life situationB. @o2e(erA 2ithout a conte<t the co$$unicati(e lan"ua"e test 2ould not function. The conte<t should be as closer to the real life as possible. It is reDuired in order to help the student feel hi$5herself in the natural en(iron$ent. 8urther$oreA Weir Eibid.F stresses that lan"ua"e MfadesB if depri(ed of the conte<t. Weir Eibid.A p.11F says= >to $easure lan"ua"e proficiency adeDuately in each situationA account $ust be ta:en of= 2hereA 2henA ho2A 2ith 2ho$A and 2hy the lan"ua"e is to be usedA and on 2hat topicsA and 2ith 2hat effect.? 0oreo(erA Weirs Eibid.F e$phasises the crucial role of the sche$ata Eprior :no2led"eF in the co$$unicati(e lan"ua"e tests. The tas:s used in the co$$unicati(e lan"ua"e testin" should be authentic and MdirectB in order the student 2ill be able to perfor$ as it is done in e(eryday life. 'ccordin" to Weir Eibid.FA the students ha(e to be ready to spea: in any situationC they ha(e to be ready to discuss so$e topics in "roups and be able to o(erco$e difficulties $et in the natural en(iron$ent. ThereforeA the tests of this type are ne(er si$plifiedA but are "i(en as they could be encountered in the surroundin"s of the nati(e spea:er. 0oreo(erA the student has to possess so$e co$$unicati(e s:illsA that is ho2 to beha(e in a certain situationA ho2 to apply body lan"ua"eA etc. 8inallyA 2e can repeat that co$$unicati(e lan"ua"e testin" in(ol(es the learnerBs ability to operate 2ith the lan"ua"e s5he :no2s and apply it in a certain situation s5he is placed in. .5he should be capable of beha(in" in real*life situation 2ith confidence and be ready to supply the
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infor$ation reDuired by a certain situation. ThereofA 2e can spea: about co$$unicati(e lan"ua"e testin" as a testin" of the studentBs ability to beha(e hi$5herselfA as he or she 2ould do in e(eryday life. We e(aluate their perfor$ance. To conclude 2e 2ill repeat that there are different types testin" used in the lan"ua"e teachin"= discreet point and inte"rati(e testin"A direct and indirect testin"A etc. 'll of the$ are (ital for testin" the students. Chapter 5 Testing the Lang age S!ills In this chapter 2e 2ill atte$pt to e<a$ine the (arious ele$ents or for$ats of tests that could be applied for testin" of four lan"ua"e s:ills= readin"A listenin"A 2ritin" and spea:in". 8irstA 2e 2ill loo: at $ultiple*choice testsA after that 2e 2ill co$e to clo3e tests and "ap fillin"A then to dictations and so on. 9lti$atelyA 2e 2ill atte$pt to dra2 a parallel bet2een the$ and the s:ills they could be used for. %.1 0ultiple choice tests It is not surprisin" 2hy 2e ha(e started e<actly 2ith $ultiple*choice tests E0CKsA further in the te<tF. To the authorBs concern these tests are 2idely used by teachers in their teachin" practiceA andA $oreo(erA are fa(oured by the students E@ere the author has been supported by the eDui(alent idea of 'lderson E111/=222FF. @eaton E111)=71F belie(es that $ultiple*choice Duestions are basically e$ployed to test (ocabulary. @o2e(erA 2e can ar"ue 2ith the state$entA for the $ultiple choice tests could be successfully used for testin" "ra$$arA as 2ell as for testin" listenin" or readin" s:ills. It is a 2ell*:no2n fact ho2 a $ultiple*choice test loo:s li:e= 1. **** not until the in(ention of the ca$era that artists correctly painted horses racin". E'F There 2as E;F It 2as ECF There E!F It >Ca$brid"e #reparation for the T,786 Test?=
27

' tas: basically is represented by a nu$ber of sentencesA 2hich should be pro(ided 2ith the ri"ht (ariantA thatA in its turnA is usually "i(en belo2. 8urther$oreA apart fro$ the ri"ht (ariant the students are offered a set of distractorsA 2hich are nor$ally introduced in order to >decei(e? the learner. If the student :no2s the $aterial that is bein" testedA s5he 2ill spot the ri"ht (ariantA supply it and successfully acco$plish the tas:. The distractorsA or 2ron" 2ordsA basically sli"htly differ fro$ the correct (ariant and so$eti$es are e(en funny. +e(erthelessA (ery often they could be represented by the synony$s of the correct ans2er 2hose differences are :no2n to those 2ho encounter the lan"ua"e $ore freDuently as their -ob or study field. In that case they could be hardly differentiatedA and the students are frustrated. CertainlyA the follo2in" cases could be i$plied 2hen teachin" (ocabularyA andA conseDuentlyA 2ill de$and the studentsB ability to use the ri"ht synony$. The author of the paper had "i(en the $ultiple*choice tests to her students and $ust confess that despite difficulties in preparin" the$A the students found the$ easier to do. They $oti(ated their fa(our for the$ as it 2as rather con(enient for the$ to find the ri"ht (ariantA definitely if they :ne2 2hat to loo: for. We presu$e that such test for$at as if $oti(ated the learners and supplied the$ additional support that they 2ere depri(ed durin" the test 2here nobody could hope for the teacherBs help. 7(erythin" $entioned abo(e has raised the authorBs interest in the theory on $ultiple* choice test for$at andA thereforeA she finds e<tre$ely useful the follo2in" list of ad(anta"es and disad(anta"es "enerated by Weir. @e E111)=&3F lists four ad(anta"es and si< disad(anta"es of the $ultiple*choice Duestions test. 6et us loo: at the ad(anta"es first= G 'ccordin" to WeirA the $ultiple*choice Duestions are structured in such a for$ that

there is no possibility for the teacher or as he places >$ar:er? to apply his5her personal attitude to the $ar:in" process. The author of the paper finds it to be (ery si"nificantA for e$ployin" the test of this for$at 2e see only 2hat the student :no2s or does not :no2C the teacher cannot raise or lo2er the $ar:er basin" on the studentsB additional ideas displayed in the 2or:. 8urther$oreA the teacherA thou"h :no2in" the stron" and 2ea: points of his5her studentsA cannot apply this infor$ation as 2ell to influence the $ar:. What s5he "ets are the pure facts of the studentsB :no2led"e. 'nother ad(anta"e is=

28

The usa"e of pre*test that could be helpful for statin" the le(el of difficulty of the

e<a$ples and the test in the 2hole. That 2ill reduce the probability of the test bein" inadeDuate or too co$plicated both for co$pletin" and $ar:in". This could $ean that the teacher can ensure his5her students and hi$5herself a"ainst failures. 8or this purposes s5he -ust has to test the $ultiple*choice test to a(oid troubles connected 2ith its inadeDuacy that later can lead to the disaster for the students recei(in" bad $ar:s due to the fact that the testBs e<a$ples 2ere too co$plicated or too a$bi"uous. The ne<t ad(anta"e concerns the for$at of the test that clearly i$plies the idea of 2hat the learner should do. The instructions are clearA una$bi"uous. The students :no2 2hat they are e<pected to do and do not 2aste their precious ti$e on tryin" to fi"ure out 2hat they are supposed to do. The last ad(anta"e displayed by Weir is that the 0CKs in a certain conte<t are better than open*ended or short*ans2er DuestionsA for the learners are not reDuired to produce their 2ritin" s:ills. This eli$inates the studentsB fear of $ista:es they can $a:e 2hile 2ritin"C $oreo(erA the tas: does not de$and any creati(e acti(ityA but only chec:s the e<act :no2led"e of the $aterial. @a(in" considered the ad(anta"es of 0CKsA it is 2orth spea:in" about its disad(anta"es. We 2ill not present all of the$ only 2hat 2e find of the ut$ost interest and (alue for us. The first disad(anta"e concerns the studentsB "uessin" the ans2ersC thereforeA 2e cannot ob-ecti(ely -ud"e his5her true :no2led"e of the topic. We are not able to see 2hether the student :no2s the $aterial or ha(e -ust luc:ily tic:ed or circled the ri"ht (ariant. ThereforeA it could be connected 2ith another shortco$in" of the follo2in" test for$at that 2hile scorin" the teacher 2ill not "et the ri"ht and true picture of 2hat the students really :no2. 'nother interestin" point that could be $entioned it that $ultiple*choice differ fro$ the real*life situation by the choice of alternati(es. 9suallyA in our e(eryday life 2e ha(e to choose bet2een t2o alternati(esA 2hereas the $ultiple*choice testin" $i"ht confuse the learner by the e<a$ples s5he e(en has not thou"ht about. That 2ill definitely lead to frustrationA andA conseDuentlyA to the studentBs failure to acco$plish the tas: successfully. ;esidesA re"ardin" Weir Eibid.F 2ho Duotes @eaton E117%F 2e can stipulate that in so$e cases $ultiple*choice tests are not adeDuate and it is better to use open*ended Duestions to a(oid the pro*lon" lists of $ultiple*choice ite$s. This probably 2ill concern the sub-ectA 2hich 2ill reDuire a $ore precise description and e<planation fro$ the studentsB side. To finish up 2ith the dra2bac:s of 0CKs 2e can declare that they are relati(ely costly and ti$e*consu$in" to prepare. The test desi"ner should carefully select and analyse each ite$
29

to be included in the test to a(oid a$bi"uity and i$precision. 8urther$oreA s5he should chec: all possible "ra$$arA spellin" and punctuation $ista:esA e(aluate the Duality of infor$ation offered for the learnersB tas:s and choose the correct and rele(ant distractors for the students not to confuse the$ durin" the test. To conclude 2e can cite @eaton E111)=17F 2ho stipulates that desi"nin" a $ultiple* choice ite$s test is not so fearful and hard as $any teachers thin:. The only thin" you need is practice acco$panied by a bit of theory. @e su""ests for an ine<perienced teacher to use not $ore than three options if the teacher encounters certain difficulties in supplyin" $ore e<a$ples for the distractors. The options should be "ra$$atically correct and of eDual len"th. 0oreo(erA the conte<t should be appropriate to illustrate an e<a$ple and $a:e the student "uess ri"ht. %.2 .hort ans2er tests ' further for$at that is 2orth $entionin" is short ans2er test for$at. 'ccordin" to 'lderson E111/=223F short ans2er tests could be substitutes to $ultiple*choice tests. The only difference is that apart fro$ the optional ans2ers the students 2ill ha(e to pro(ide short ans2ers. The author of the paper had not used this test for$atA thusA she cannot dra2 on her e<perience. ThereforeA she 2ill -ust list the ideas produced by other lin"uistsA to be $ore e<act 'ldersonBs su""estions. 'lderson Eibid.F belie(es that short ans2er tests 2ill contribute to the studentsB resultsA for they 2ill be able to support their ans2ers andA if necessaryA clarify 2hy they responded in that 2ay but not the other. It could be e<plained that the students 2ill ha(e an opportunity to pro(e their ans2ers and support the$ if necessary. +e(erthelessA the short ans2er tests are relati(ely co$plicated for the teacher to be desi"ned. The teacher has to consider a (ariety of ideas and thou"hts to create a fairy rele(ant test 2ith fairly rele(ant ite$s. 0ay be that could e<plain the fact 2hy this test for$at is not such a co$$on occasion as 0CKs are. 't this point 2e ha(e co$e to ad(anta"es and dra2bac:s of short ans2er tests. Weir E111)=&&F says that this type of testin" differs fro$ 0CKs by the absence of the ans2ers. The students ha(e to pro(ide the ans2er the$sel(es. That 2ill "i(e the $ar:er the clear idea 2hether the students :no2 2hat they 2rite about or not. CertainlyA the teacher 2ill be definite about the studentsB :no2led"eA 2hereas in 0CKs s5he can doubt 2hether the students :no2 or ha(e -ust "uessed the correct ans2er. 0oreo(erA short ans2er test could $a:e the students apply

30

their (arious lan"ua"e s:ills techniDues they use 2hile dealin" 2ith any readin"A listenin" or spea:in" acti(ity. 8inallyA Weir Eibid.F stipulates that if the Duestions are 2ell for$ulatedA there is a hi"h chance the student 2ill supply shortA 2ell*for$ulated ans2er. ThereforeA a (ariety of Duestions could be included in the test to co(er a broader field of the studentBs :no2led"eA and certainly it 2ill reDuire a "reat 2or: fro$ the teacher. +e(erthelessA there are certain dra2bac:s displayed by the follo2in" test for$at. ,ne of the $a-or disad(anta"es could be the studentsB in(ol(e$ent in 2ritin". 8or if 2e are deter$ined to chec: the students readin" abilitiesA it is not appropriate to "i(e the students 2ritin" tas:s due to the hi"h possibility of the spellin" and "ra$$ar $ista:es that $ay occur durin" the process. ThereforeA 2e ha(e to decide upon our priorities I 2hat do 2e 2ant to test. 8urther$oreA the students 2hile 2ritin" can produce far different ans2ers than e<pected. It 2ill be rather co$plicated to decide 2hether to consider the$ as $ista:es or not. %.3 The clo3e test and "ap*fillin" tests ;efore co$in" to the theory on clo3e tests 2e assu$e that it is necessary for us to spea: about a ter$ >clo3e?. Weir E111)=&/F infor$s that it 2as coined by W.6. Taylor E11%3F fro$ the 2ord MclosureB and $eant the indi(idualBs ability to co$plete a $odel. @o2e(erA to follo2 the $odel one has to posses certain s:ills to do so. @enceA 2e can spea: about introduction of such s:ill that Weir calls deduction. !eduction is an i$portant aspect for dealin" 2ith anythin" that is un:no2n and unfa$iliar. ThusA before "i(in" a clo3e test the teacher has to be certain 2hether his5her students are fa$iliar 2ith the deduction techniDue. 'lderson E111/=22&F assu$es that there are t2o clo3e test techniDues= pseudo*rando$ and rational clo3e techniDue. In the pseudo*rando$ test the test desi"ner deletes 2ords at a definite rateA or as @eaton E111)=11F places itA syste$aticallyA for e<a$ple e(ery 7th 2ord should be deleted occasionally 2ith the initiate letter of the o$ittin" 2ord left as a pro$pt= 'lthou"h you $ay thin: of ;ritain as 7n"land Ai...is really four countries in one. There a.. ..four (ery distinct nations 2ithin the ;ritish I= 7n"landA .cotlandA Wales and IrelandA each 2ith their o..uniDue cultureA historyA cuisineA literature a..e(en lan"ua"es. E!isco(erin" ;ritainA #a(loc:i- ;. 0.A 2)))F @o2e(erA the tas: could be $ore de$andin" if the teacher 2ill not assist the learnersB "uesses and 2ill not pro(ide any hints=
31

.cotland is in the north and Wales in the 2est 2ereseparate countries. They ha(e different custo$sA..A lan"ua"e andA in .cotlandB s caseA different le"al and educational. The e<a$ples sho2n abo(e do not yield to be ideal e<a$ples at all. Without doubtA the $aterial used in the tas: should $ore or less pro(ide the students 2ith the appropriate clues to for$ correct "uessin". +ot2ithstandin"A the author of the paper has used such tests in her practice and accordin" to her obser(ationsC she can conclude that the tas:s 2ith the first letter left are hi"hly $oti(atin" for the students and supply a lot of help for the$. 0oreo(erA ha(in" discussed the follo2in" test for$at the teacher has re(ealed that the students li:e it and recei(e a real pleasure if they are able to confir$ their "uess and find the ri"ht (ariant. @o2e(erA accordin" to 'lderson Eibid.FA the teacher co$$only does not intend to chec: a certain $aterial by the clo3e test. The $ain point here is the independence of the student and his5her ability to apply all the necessary techniDues to fill in the blan: spaces. Concernin" the $entioned*abo(e scholarsA 2e ha(e to a"ree that the follo2in" type of test is actually relati(ely challen"in"A for it de$ands (ast lan"ua"e :no2led"e fro$ the student. @eaton Eibid.F belie(es that each third or fourth deleted 2ord can turn into the handicap for the learner due to the lac: of pro$ptin" de(icesA such as collocationsA prepositionsA etc. WhereasA the re$o(al of each ninth 2ord $ay e(en lead to the e<haustin" readin" process. ,n the contraryA the rational clo3e techniDueA or as it is usually called "ap*fillin"A is based on the deletion of 2ords connected 2ith the topic the teacher 2ants or intends to chec:. 't this ti$e the teacher controls the procedure $ore than it is in the pseudo*rando$ test discussed abo(e. 0oreo(erA s5he tries to delete e(ery fifth or si<th 2ordA but does it rather carefully not to distort the $eanin" and $islead the learner. ;esidesA a si"nificant factor in this type of testin" is that the teacher re$o(es e<actly the $ain 2ords that are supposed to be chec:edA i.e.= ;ritain.a decepti(ely lar"e island and surrounded by so$e (ery beautiful coastline. The south of 7n"land has popular sandy beachesA especially in the 2est. ;ut the coast in the south 2est Wales..a uniDue coastal +ational #ar:. Its beaches "reat for sunbathin" and the roc: pools and cliffs ..ha(ens for 2ildlife. 9p in .cotlandA the stri:in" 2hite beaches of the 2est coast and islandse<cellent places for e<plorati(e 2al:s. E!isco(erin" ;ritainA #a(loc:i- ;. 0.A 2)))F

32

It is e(ident that the teacherBs ai$ by the help of the rational clo3e test is to chec: the studentsB :no2led"e of the #resent si$ple of the (erb >to be?. ThereofA the clo3e tests could be successfully used for testin" "ra$$arA as 2ell. We ha(e co$e a"ain to the point 2hen 2e are "oin" to $ention the ad(anta"es and disad(anta"es of clo3e and "ap*fillin" testin" coined by Weir. e"ardin" WeirA there are $ore disad(anta"es than ad(anta"es in applyin" the clo3e tests. @e says that to desi"n a clo3e test is fairly easyA and they are easy to e(aluateA and it is the best $eans to chec: readin" co$prehension. Concernin" the dra2bac:sA 2e can e$phasise that rando$ly re$o(ed 2ords usually 2ill act as distractors and 2ill not be of true i$portance for the students to co$prehend a $essa"e ifA for e<a$pleA it is a readin" tas:. Co$pared to the clo3e testA "ap fillin" is $ore $aterial basedA for it chec:s the studentsB :no2led"e of a particular topic. ThereforeA 2e can spea: about the first ad(anta"e that is the learners 2ill :no2 e<actly 2hat they should insert. 0oreo(erA the selecti(ely deleted ite$s allo2 focusin" e<actly on the$ and do not confuse the student. The last 2hat could be said about "ap fillin" tests is that this techniDue li$its us to chec: only a certain lan"ua"e s:illA e.". a (ocabulary on different topics.

%.& C*Tests It is 2orth $entionin" that in the 8)s 4er$an school introduced an alternati(e to clo3e test another type of testin" I C*Tests. This test 2as based on the clo3e test syste$C ho2e(erA e(ery second 2ord there 2as deleted. It could see$ Duite a co$plicated typeA thou"h it is not. 'ccordin" to Weir E111)=&7F in this type e(ery deleted 2ord is partially preser(ed. ThusA the studentsA if they possess a fairly "ood :no2led"e of the lan"ua"e and can acti(ate their sche$ataA or bac:"round :no2led"e of a topic or the 2orldA they 2ill succeed in co$pletin" the test. .uch test for$at could loo: as follo2s= Cats ha. al2ays been surroby superstitions. In anc7"ypt ca.2ere cons. sacredA but in $edi..7urope $a.. people beli cats 2e. 2itches in dis"u ' popular supers... about ca. is that a blaccatA cros your pa fro$ left to ri".A 2ill bri you bad lu. @o2e(erA in so$e cult.. a blac: ca is thou"ht to be a "o o$en rat than a ba one. E8irst certificate .tarA 6u:e #rodro$ouA p.13&F
33

!efinitely there are ad(anta"es and disad(anta"es of the follo2in" test for$at. 'ccordin" to WeirA due to the freDuency of the deleted ite$s there is a "reat possibility to include $ore tested ite$s in the test. 0oreo(erA this test is econo$ical. @o2e(erA despite all the ad(anta"esA the test can $islead the students as it is fra"$ented. The e<a$ples are depri(ed fro$ the conte<t that could be (ery helpful for the studentsB "uessin" of the $issin" parts. %.% True58alse ite$s This test for$at is fa$iliar for all the teachers and students. 7ach readin" tas: 2ill al2ays be follo2ed 2ith true5false acti(ities that 2ill intend to chec: the studentsB co$prehension of a te<t. The students 2ill be offered a set of state$ents so$e of 2hich are true and so$e are 2ron"A e.".= 1. 2. 3. #eople 2ent to see MCatsB because of the story. T 8 6loyd WebberBs father helped his career. T 8 6loyd Webber co$es fro$ a $usical fa$ily. T 8

E 8a$ous ;ritonsA 0ichael !eanF They usually should be tic:edA and in order to tic: the correct (ariants the students ha(e to be able to e$ploy (arious "uessin" strate"ies. 'ccordin" to Weir E111)=&8FA the ad(anta"e of such test is found in its applicability and suitability. ,ne can 2rite $ore true5false state$ents for a test and use the$ to chec: the studentsB pro"ress or achie(e$ent. 8urther$oreA the current sort of testin" could be $ore $oti(atin" for the students than a $ultiple*choice test. It 2ill not $a:e the students confused offerin" -ust one possibility than a $ultiple*choice testA 2hich typically proposes $ore than one option to choose fro$. 0oreo(erA it is easy to ans2er for the students and chec: for the teachers. %./ !ictation 'nother test for$at that could be applied in the lan"ua"e classroo$ is dictation. We co$$only use dictations to chec: spellin"C ne(erthelessA it could be applied to test listenin" co$prehensionA as 2ell. It is ob(ious that to dictate so$ethin" 2e ha(e either to spea: or read. It $eans that 2hile 2ritin" a dictation the student has to be able to percei(e the spo:en lan"ua"e efficiently enou"h to produce in on paper. 8or this purpose the student 2ill reDuire a (ariety of techniDues such as sche$ata and its applicationA predictionsA "uessin" and conte<t cluesA etc.
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8urtherA it also is constrained that dictation help the students de(elop their abilities to distin"uish bet2een phone$esA separate 2ords and intonation. ;esidesA dictations function in spo:en lan"ua"eC thereof the students ha(e an opportunity to learn to understand the lan"ua"e throu"h listenin". To conclude 2hat has been $entioned abo(e 2e can a"ree 2ith Weir E111)=&1F that dictations 2ill force the students to use the (ariety of s:ills= listenin"A readin"A spea:in" and 2ritin" s:ills. @eaton E111)=28F ad(ises that to enable the students co$prehend successfullyA the teacher need to read carefully and clearlyA ho2e(er a(oidin" slo2A 2ord for 2ord readin". 0oreo(erA to allo2 the students to chec: 2hat they ha(e 2ritten the repetition 2ill be reDuired. The author of the paper 2hen "i(in" dictations to her students had encountered the need for repetition for a nu$ber of ti$es. The follo2in" could be e<plained by $any factorsA such as the students are not able to percei(e spo:en speech throu"h listenin"C they are not able to elaborate (arious "uessin"A inferrin" of the $eanin" techniDues or their pace of 2ritin" is si$ply rather slo2. ThusA 2e entirely support the ne<t state$ent clai$ed by @eaton that it is 2ise after the first readin" of a dictation to as: a set of co$prehension Duestions to $a:e the students a2are of the "eneral idea of a te<t. It 2ill si$plify the process of the understandin". +ot2ithstandin"A e(en an ideal (ariant 2ill definitely contain so$e dra2bac:s. The sa$e could be applied to dictations. 8irstA to 2rite a dictationA the student reDuires a "ood $e$ory. .5he has to retain infor$ation they ha(e heard in order to display it laterC $oreo(erA the infor$ation should be identical to the ori"inal. ThereforeA 2e can clai$ that the student has to reco"ni3e at least se(enty*ei"hty per cent of 2hat has been dictated. In that case 2e short*ter$ $e$ory should be 2ell de(eloped. 'part fro$ $e$oryA scorin" could be proble$aticA as 2ell. Weir E111)=%)F belie(es that is difficult to decide 2hat to pay attention to= 2hether to e(aluate spellin" and "ra$$arA or -ust percei(ed infor$ation. ThusA the teacher has to 2or: out a certain set of criteriaA as 2e ha(e already $entioned that in Chapter 1A the criteria s5he 2ill be operatin" 2ith. ;esidesA the students should be acDuainted 2ith itA as 2ell. In additionA Weir Eibid.F says that dictatin" is $ore efficient if it is recorded on the tape and is deli(ered by a nati(e spea:er. It could $ean that the students 2ill ha(e a chance to fell the$sel(es in the real*life situationC for this is the actual purpose they learn the lan"ua"e for. The follo2in" has been e<panded by @eaton Eibid.F that spea:in" face to face 2ith a spea:er is e(en $ore beneficialA for 2e can co$pensate the lac: of understandin" by his5her facial e<pressionA "estures and $o(e$ents. 6istenin" to a cassette does not pro(ide us 2ith such a chanceA and
35

thereforeA it is $ore challen"in" and reDuires $ore de(eloped s:ills to understand a recorded $essa"e.

%.7 6istenin" ecall This test for$at is specifically applied to testin" listenin" s:ills. It differs fro$ a dictation that it supplies the students 2ith a printed te<t. @o2e(erA the te<t is "i(en not as the co$plete script of the tape. Certain 2ords that carry the $eanin" load are deleted fro$ a passa"eA and the students after listenin" to the tape are supposed to insert the$. @enceA it could be related to a "ap*fillin" test. @ere the cassette is usually played for t2o ti$esC firstA the students listen for infor$ation and atte$pt to insert the $issin" details. The second ti$e allo2s the$ to add 2hat they had failed to understand at the be"innin". The author of the paper had not used that as a direct test for$at but as a 2hile*listenin" acti(ity durin" her classes. 'ccordin" to her scrutiny the students 2ith $ore ad(anced lan"ua"e abilities 2ere able to co$prehend the te<ts i$$ediatelyA 2hereas the 2ea:er students so$eti$es could not $ana"e to understand the $essa"e e(en listenin" for the tape for the third ti$e. That a"ain pro(es the si"nificance of usa"e of pre*A 2hile and post*listenin" acti(ities in the lan"ua"e classroo$. Weir Eibid.F states that such type of testin" in(ol(es the studentsB short*ti$e $e$oryA 2hich they need to s2itch 2hile listenin" to the tape. 'ccordin" to Weir Eibid.FA one of the ad(anta"es of listenin" recall is unco$plicated constructionA ad$inistration and $ar:in". +e(erthelessA there are se(eral disad(anta"esA as 2ell. There is a dan"erA that the students 2ill read the passa"e before listenin" to the tapeA thus 2e 2ill not be able to e(aluate e<actly their listenin" s:ills. The author of the current paper had encountered the si$ilar situationA 2here the teacher 2arns the students not to read but -ust listen. @o2e(erA they start readin" i$$ediately after recei(in" the te<tA e(en thou"h the tape record bein" still turned off.

%.8 Testin" 4ra$$ar Throu"h 7rror*reco"nition Ite$s and Word 8or$ation Tas:s ,ne of the test for$ats for testin" "ra$$ar is error*reco"nition ite$s. @ere the teacher 2rites sentences underlinin" (arious 2ords. ,ne of the 2ords is obli"atory 2ron"A and the students ha(e to identify 2hat 2ord is 2ron" and should be corrected. @eaton Eibid.F introduces a (ariation of that typeA sayin" that the teacher can supply the students 2ith incorrect
36

sentences as:in" the students to pro(ide the ri"ht (ariant. This a"ain de$ands a fairly "ood :no2led"e of the sub-ect fro$ the students to differentiate bet2een the ri"ht and 2ron" (ariants. In that case the error*reco"nition for$at could be co$pared 2ith $ultiple*choice for$at and e(en called a branch of it. ;elo2 you can find the e<a$ple of error*reco"nition ite$s for$at= 1. 2. 3. up. E8irst certificate .tarA 6u:e #rodro$ouA p.12F 8urtherA for testin" "ra$$ar and lan"ua"e structures 2e often use 2ord*for$ation tas:sA e.".= 0a:in" friends and people is a "ift that so$e .people see$ to be born 2ithA 2hile for others it is a s:ill that has to be ..throu"h practice and hard 2or:. It isA ho2e(erA .to :no2 that $ost s:illsA particularly .s:illA can be learnt and that it is ne(er too late to start i$pro(in". E8irst certificate .tarA 6u:e #rodro$ouA p.&1F or (erb noun person 'd-ecti(e In(ent disco(erer creation It is freDuently used in centrali3ed e<a$s to :no2 the studentsB ability to coin ne2 2ords that displays the studentsB ad(anced le(el of the lan"ua"e. The students are de$anded coinin" nouns fro$ (erbsA ad-ecti(es fro$ nounsA etc. This reDuires certain :no2led"e of prefi<esA suffi<es and roots in order to create a necessary 2ord. Word coina"e is an ine(itable s:ill for reco"ni3in" ne2 2ord ite$s either.
37

I canBt co$e to the phone I I ha(e 5 IB$ ha(in" a sho2erN I 2atched5 I 2as 2atchin" TV 2hen suddenly the telephone ran". I had been 2aitin"5 I had 2aited in the rain for a"es 2hen she finally turned

influence luc: acDuire co$fort society

%.1 Controlled 2ritin" In order to chec: the students "ra$$ar and 2ritin" ability the teacher can use different test for$ats= transfor$ationA bro:en sentencesA sentence and para"raph co$pletionA for$ fillin"A notes and diaries. 'ccordin" to @eaton E111)=32FA transfor$ation deals 2ith re*2ritin" sentences. 8or e<a$pleA the students are as:ed to chan"e a sentence in 'cti(e (oice into a sentence in #assi(e (oice. To differ the tas: the teacher can put the reDuired 2ord in brac:ets at the end of each sentence. The students 2ill need to transfor$ a sentence to fit the 2ord in brac:ets. ,r another e<a$ple of transfor$ation could be chan"in" the focus of the sentenceA e.".= 1. ;erlin is not an easy city to $o(e about in.

!ifficult Itin ;erlin. 2. Could Lou couldnBt . 3. ;een @o2.7n"lish? E8irst certificate .tarA 6u:e #rodro$ouA and p.&)F 8urtherA he discusses the sentences that are di(ided into fra"$ents Ehe calls the$ bro:en sentencesFA and the studentBs tas: is to arran"e the 2ords in order to produce correct e<a$ples. ThusA the students ha(e to :no2 "ra$$ar and synta<es to $a:e a ri"ht sentence 2ith the correct 2ord order. .o$eti$es the students are as:ed to alter the 2ords to $a:e "ra$$atically correct sentencesA e.".= 1. 2. 3. &. a 4er$an5huntin"5hu"e5blac: do" a 2%*year*old5,pera5tall sin"er a brand*ne25plastic5shoppin"5"reen ba" an 7n"lish5youn"5interestin" teacher 'fter2ardsA the students can be as:ed to co$plete the 2hole para"raphsA finish dialo"uesA 2rite diaries usin" the "i(en infor$ationA and fill the for$A for e<a$ple hotel chec:*
38

I 2onder if you could open the 2indo2.

When did you start to learn 7n"lish?

E8irst certificate .tarA 6u:e #rodro$ouA and p.8)F

in. The author of the paper had used 2ritin" a diary in her 8th for$A 2hen the learners had to 2rite the diary of captainBs 2ife 2hose husband disappeared in the sea. They also had to 2rite the diary of the captain hi$self before the catastrophe. The students li:ed the tas: i$$ensely. %.1) 8ree 2ritin" @eaton Eibid.F belie(es that the $ost suitable 2ay to chec: the studentsB 2ritin" s:ills is as:in" the$ to 2rite a co$position. The teacher can include a (ariety of testin" criteria there dependin" on 2hat is really bein" tested. The topics for a co$position should be appropriate to the a"e of the students and respond to their interest. @o2e(erA the teacher has to establish clearly 2hat s5he is "oin" to chec: Ethe $aterial studied= e.". "ra$$arF and 2hat could be ne"lected. The students ha(e to :no2 2hether the teacher is interested in the conte<t or $ay be s5he is concerned 2ith "ra$$ar and spellin"A as 2ell. %.11 Test 8or$ats 9sed in Testin" .pea:in" .:ills We are not "oin" to deep into details of test for$ats used for testin" spea:in" s:ills. @eaton Eibid.F displays that one of the $ost essential ele$ents of testin" spea:in" is pronunciation. To chec: ho2 the students pronounce certain testin" ite$s the teacher $ay as: his5her students to read aloud and retell stories. 0oreo(erA the teacher 2ill recei(e the i$pression ho2 2ell his5her students can operate 2ith the spo:en lan"ua"e. 'fter2ardsA the teachers can use pictures to test the studentsB spea:in" s:ills. This is 2idely used tas:A and a lot of teachers use it to chec: the students spea:in" s:ills and the :no2led"e of the (ocabulary. 0oreo(erA 2hile describin" the picture the student 2ill ha(e to i$ply the correct "ra$$ar and :no2led"e of the 7n"lish sentence structure. The description could be done on the spot and does not reDuire a lot of ti$e for preparationA thou"h @eaton Eibid.F stipulates that the teacher should ensure his5her students 2ith a ti$e durin" 2hich they can for$ulate their ideas before presentation. 'part fro$ the pictures the students could be offered to describe a person if their topic is peopleBs appearance or -obsA stay the seDuence of e(ents basin" on the pro(ided infor$ation or pictures acco$panyin" the tas:A spot differences bet2een t2o pictures and co$pare the$. 8urtherA @eaton Eibid.F displays a rather interestin" tas:. The students recei(e a picture 2ith speech bubbles. They are as:ed to 2rite 2hat they thin: people are sayin". This in turn in(ol(es creati(ity fro$ the students and could be assessed as an additional ele$ent and contribute to the

39

studentsB $ar:s. !efinitelyA each teacher 2ill de(elop and "i(e the students (arious tas:s re"ardin" the criteria and de$ands to be tested. In conclusion 2e can say that the teacher can use a (ariety of test for$atsA such as $ultiple*choice DuestionsA transfer of infor$ationC reorderin" the 2ordsA describe a pictureA listenin" to the instructions to chec: the lan"ua"e s:ills of his5her students. 7(ery teacher has to choose hi$5herself the tas:s that 2ill be appropriate to their 2ay of teachin" and the needs of the students. ;elo2 2e ha(e attached the table of four lan"ua"e s:ills and test for$ats applicable for each s:ill. 6an"ua"e .:ills Test 8or$ats eadin" s:ills 1. 2. 3. &. %. 1. 2. 3. &. %. 1 0ultiple*choice ite$s .hort ans2ers test Clo3e test 4ap*fillin" test 8alse5true state$ent 0ultiple*choice ite$s 8alse5true state$ents 4ap*fillin" tests !ictations 6istenin" recall

6istenin" s:ills

Writin" s:ills 1. 2. 3. &. %. /. 7. 8. !ictations Co$positions eproductions Writin" stories Writin" diaries 8illin"*in for$s Word for$ation .entence transfor$ation
40

.pea:in" s:ills 1. etellin" stories 2. !escribin" pictures 3. !escribin" people &. .pottin" the differences Chapter / 'nalysis of the Test of 7n"lish as a 8orei"n 6an"ua"e and Ca$brid"e 8irst Certificate test accordin" to test desi"n criteria. The present chapter deals 2ith the practical part of the research. It 2ill be based on the analysis and co$parison of t2o proficiency tests for$ats T,786 EThe Test of 7n"lish as a 8orei"n 6an"ua"eF test and C8C ECa$brid"e 8irst CertificateF test. We 2ill start 2ith the brief description of their o(erall featuresC after2ards 2e 2ill $a:e an atte$pt to contrast the$ and dra2 rele(ant conclusions. The first test to be discussed is Ca$brid"e 8irst Certificate test. It 2ill usually consist of fi(e papers= readin" 2ith the duration ti$e 1 hour and 1% $inutesA 2ritin" *1 hour 3) $inutesA use of 7n"lish *1 hour 1% $inutesA listenin" * &) $inutes and spea:in" appro<i$ately 1& $inutes. There is no absolute pass $ar:A but the candidates need to "et about /)O of the total $ar:s to pass 2ith a 4rade C E#rodro$ouA 1118=/*7F. T,786 test is an e<a$ination that intends to e(aluate the le(el of the 7n"lish lan"ua"e of a forei"n spea:er E4earA 111/=3*&F. 0oreo(erA it is co$$only one of the aspects included into the entrance e<a$s of any uni(ersity in the 9.'. The institution the person reDuires the test for could i$ple$ent the de$anded score here. +e(erthelessA the hi"hest score does not differ fro$ that of the C8C. T,786 test as C8C test consists of four different parts= listenin" co$prehension that occupies appro<i$ately 3% $inutes and consists of three partsA structure and 2ritten e<pression 2ith ti$e li$it 2% $inutes co$posed of t2o tas:s and readin" co$prehension I %% $inutesA consistin" of se(eral passa"es. @ere 2e can notice so$e differences bet2een C8C and T,786 tests= 2hen T,786 test consists of -ust four partsA C8C includes a spea:in" part $ore. 0oreo(erA each part of each test 2ill include a (arious ran"e of tas:sA i.e. each part T,786 test 2ill $ainly be co$posed of t2o tas:sA 2hereas C8C 2ill classically contain four different acti(ities.

41

!oin" the tests in both cases the students 2ill "et special ans2ers sheets 2here they 2ill ha(e to $ar: the ans2ers they thin: are the ri"ht ones. The instructions before the ta:in" the test usually 2arn the participants not to 2rite in the boo:s 2ith Duestions. 0oreo(erA both tests are chec:ed by the scorin" $achineA therefore the students should be a2are of 2hat type of $ar:in" the ans2ers they ha(e to use. In both cases it should be a blac: lead pencil for the scorin" $achine to read. The ans2ers should not be circled or li"htly $ar:edC in T,786 test the students are supposed to fill in an o(al ans2er 2ith a letter inside correspondin" to the DuestionA 2hereas in C8C the students 2ill ha(e to fill in a s$all rectan"ular under a certain letter. To"ether the t2o tests re$ind the participants to choose only one ans2er. If the student chan"es his5her $ind and decides to choose another ans2erA s5he can easily rub out the pre(ious ans2er. We can call the both tests (alidA for they test 2hat is supposed to be tested and $easured and they usually ha(e the sa$e for$at and len"thC re"ardin" reliabilityA 2e cannot say e<actly 2hether there is reliability or notA for if the student 2as not luc:y for the first ti$e ta:in" the testA s5he can study hard and ta:e the test a"ain for the second ti$e andA thusA score a better result. ;oth of the tests in(ol(e the four s:ills= readin"A listenin"A spea:in" and 2ritin". The difference could be found in the seDuence of the$A for e<a$ple if C8C test 2ill start 2ith readin" firstA T,786 test 2ill deal 2ith listenin". The types of tas:s and acti(ities i$plied in the test differ as 2ell. We 2ill start our analysis 2ith readin" part.

eadin" Co$prehension #art C8C readin" paper 2ill test the studentsB ability to read in a (ariety of 2ays= readin" for "ist Eunderstandin" of the te<tFA readin" for detailsA understandin" ho2 a te<t is or"ani3ed and deducin" the $eanin" fro$ the conte<t. ETypicallyA the students could be "i(en four parts to fillF E#rodro$ouA 1118=8F. 8or that purpose C8C readin" paper 2ill offer the students $ultiple $atchin". The students 2ill ha(e to $atch headin"s or su$$ary sentences to the parts of the te<t. They 2ill ha(e to sho2 their ability to "rasp the o(erall $eanin" of the te<t in(ol(in" (arious :inds of :no2led"e such as $orpholo"icalA se$antic and syntactical one. 8or e<a$ple= 0eet the 8linstonesA a $odern .tone '"e fa$ily. 8ro$ the to2n of ;edroc:A hereBs a bit about their history. 1. .o$e2here in the 2orldA e(ery hour of e(ery dayA The 8linstones is bein" broadcast. 'n incredible 3)) $illion fans tune in to 2atch it re"ularly. Whether you li:e the$ or notA 8redA Wil$a and their nei"hbours are i$possible to a(oid.
42

'F oc:y -o:es sho2A etc.

;F ' .tone '"e fa$ily in s:ins

CF ' ne2 idea

!F ' popular

#rodro$ouA 8irst Certificate .tarA 1118 ThusA basin" on the theory 2e ha(e discussed in the first part of our paperA 2e can clai$ that it is inte"rati(e type of testA thou"h bein" directA that denotes testin" one particular s:ill directlyA but not throu"h other lan"ua"e s:ills. 'fter2ardsA C8C $ay offer the students $ultiple choiceA "apped te<ts and a"ain $ultiple $atchin" only connected 2ith infor$ation. In $ultiple*choice acti(ity the students 2ill ha(e to ans2er four*option $ultiple*choice Duestions about a te<t. 8or e<a$ple= 0ad Co2 !isease is a deadly illness of the brain and it is the non*technical ter$ for ;.7 or ;o(ine .pon"ifor$ 7ncephalitis. This so difficult to say that -ournalists and e(en so$e doctors prefer the $ore (i(id 0ad Co2 !isease 1. 'F ;F CF !F We use the e<pression 0ad Co2 !isease because it is $ore accurate. It is easier to say. It lin:s co2s 2ith people. It sounds less scientific.

#rodro$ouA 8irst Certificate .tarA 1118 It is ob(ious that only one ans2er 2ill be the ri"ht oneA but the others 2ill be distractors that 2ill try to confuse the reader. It 2ill li$it the students and $a:e the$ use a (ariety of readin" strate"iesA :no2led"e of (ocabulary and synta<es to disco(er the ri"ht (ariant. @o2e(erA the students 2ill not ha(e an opportunity to support their choices and pro(e 2hy the ans2er they ha(e chosen is the e<act one. 0oreo(erA the students 2ill be chec:ed 2hether they understand the "eneral $eanin" of the te<tA its detailsA 2hether they can infer the $eanin" fro$ the te<t and understand references E2ho refers 2hoF. ThusA 2e can declare that this type of test is inte"rati(eA for it in(ol(es the studentsB abilities to apply (arious readin" strate"ies and still directA for it tests -ust readin" s:ills. The sa$e could be said about "apped te<ts that 2ill chec: the studentsB :no2led"e of readin" strate"iesA such as or"ani3ation of the te<tA readin" for "istA etc. Ee<a$ples a(ailable in 'ppendi< p.17F To co$plete it the students 2ill ha(e to sho2 their :no2led"e of the certain
43

areas of the lan"ua"e. 0ultiple $atchin" 2ill reDuire the students to $atch pieces of infor$ation either 2ith a certain te<t di(ided into fra"$ents or 2ith se(eral te<ts -oined to"ether 2ith one topic Ee<a$ples a(ailable in 'ppendi< p.8F. C8C 2ill display (arious types of te<ts in order to see ho2 2ell the students can cope 2ith any authentic $aterial 2hen dealin" 2ith readin". They 2ill ha(e to sho2 their capability of dealin" 2ith ad(ertise$entsA lettersA storiesA tra(ellin" brochuresA "uidesA $anualsA and $a"a3ine and ne2spaper articles. The type of test applicable here 2ill be inte"rati(eA includin" a (ariety of strate"ies and direct chec:in" the students readin" s:ills. T,786 testBs readin" part usually in(ol(es the studentsB "eneral co$prehension of a te<t. It is re"ularly a te<t follo2ed by a nu$ber of Duestions about it typically in the for$ of $ultiple choice ite$s for$at. @o2e(erA this part of the test reDuires the students to sho2 their s:ills in readin" for "istA the students ha(e to define the $ain idea of a te<tC after2ardsA the students 2ill ha(e to display their :no2led"e of the (ocabularyA especially synony$sA ability to infer the $eanin"A define the 2ords and apply their s:ills connected 2ith 2or:in" 2ith referencesA i.e.=

.The bi""est disad(anta"e 2as that the sound and pictures could beco$e unsynchronised ifA for e<a$pleA the "ra$ophone needle -u$ped or if the speed of the pro-ector chan"ed. This syste$ 2as only effecti(e for a sin"le son" or dialo"ue seDuence.. &7. The 2ord >seDuence? in line 1& is closest in $eanin" to 'F ;F CF !F interpretation pro"ression distribution or"ani3ation

4earA Ca$brid"e preparation for the T,786 testA 111/ The students 2ill be offered to read se(eral passa"esA usually historicalA scientificA $edicalA etc. facts. They 2ill intend to chec: the studentsB ability to understand specific types of tests ta:en fro$ specific fieldsA the s:ill reDuired at the uni(ersitiesA 2hereas C8C 2ill offer the students the te<ts they can encounter in their e(eryday life bein" abroad. 7ach te<t 2ill be typically acco$panied 2ith se(en Duestions. T,786 test 2ill chiefly use $ultiple*choice ite$sC there 2ill be no "ap fillin" or $atchin" i$plied. ThusA 2e can call a readin" part of T,786 test as a directA for it tests the students readin" s:illsA and $ore discrete point tests than inte"rati(eA for it is $ainly concerned
44

2ith chec:in" the studentsB :no2led"e of (ocabulary Ee<a$ples a(ailable in 'ppendi< p.311* 31/F. The abo(e $entioned could be stated as the first difference= T,786 test is a discreet point testA 2hile C8C is inte"rati(e one. 'nother difference bet2een C8C and T,786 readin" part could be a (ariety of tas:s "i(en to test the studentsB readin" s:ills. C8C 2ill $ostly offer a "reat ran"e of tas:s Eheadin"sA su$$aryA fra"$ented te<tsF and te<ts typesA 2hile T,786 2ill not (ary a lot. 6istenin" #art The listenin" part of C8C test ai$s to test the studentsB ability to listen and understand the "istA the $ain pointsA and specific infor$ation is to deduce $eanin". T,786 test 2ill chec: 2hether the students are able to understand con(ersations and tal:s in 7n"lish. C8C test 2ill offer the students a (ariety of acti(ities in order to chec: 2hether the students can i$ply effecti(e listenin" strate"ies to co$prehend the $essa"e. It su""ests the idea of the test bein" inte"rati(eA for it 2ill focus on different $eans that could be used to deal 2ith a listenin" tas:. 8or e<a$pleA C8C offers $ultiple choices as a tas: Ee<a$ples a(ailable in 'ppendi< p.37F= the students listen to se(eral short e<tracts that are ta:en fro$ different conte<ts. They could be dialo"ues or $onolo"ues as 2ell. The ans2er sheet 2ill display the three ans2er ite$s fro$ 2hich the students 2ill ha(e to choose the correct one. The tas: could as: the students to "uess 2ho the spea:er isA 2here the action ta:es placeA 2hat the con(ersation is about and e(en it can include the Duestion about the feelin"s and e$otions of spea:ers that could be "uessed fro$ the conte<ts. 'fter2ardsA there 2ill be another tas: I note ta:in" or blan: fillin" that 2ill chec: the studentBs ability to listen for "ist and for details. This type 2ill de$and the studentBs capability to use his5her 2ritin" s:ills to put do2n infor$ation they 2ill hear. They 2ill ha(e to be able to pic: up the necessary infor$ation and retain it in their $e$ory in order to fulfil the tas: Ee<a$ples a(ailable in 'ppendi< p.87F. .ubseDuentlyA a further tas: could en"a"e $ultiple $atchin" 2here the students 2ill ha(e to concentrate on a particular :ind of infor$ation. This tas: could be displayed in the for$ of a dialo"ue or a $onolo"ue. The students 2ill be "i(en se(eral ans2ers 2ith letters that should be inserted into the ri"ht bo<. @o2e(erA there 2ill al2ays be one option that does not suit any DuestionA the so*called distractor. 0oreo(erA as:in" the students to co$plete a "ridA i.e.

45

ad(anta"es and disad(anta"es of anythin"A could e<pand the tas:A i.e. ad(anta"es and disad(anta"es of :eepin" a certain pet= 'd(anta"es !isad(anta"es do" cat fish 0oreo(erA the listenin" tas: could in(ol(e True5false acti(ities 2here the students 2ill ha(e to listen to a dialo"ue or a $onolo"ue and react to it Ee<a$ples a(ailable in 'ppendi<F. The students 2ill ha(e to display ho2 2ell they ha(e co$prehended the $essa"e tic:in" the state$ents 2hether they are true or false. In spite of thatA Les5+o Duestions could ta:e place. We ha(e been discussin" the$ already in our theoretical part and $entioned that the so*called open* ended Duestions allo2 the students support their ans2ers. 'ns2erin" the$A the students are ha(in" a chance to pro(e 2hy they ha(e chosen a certain ans2erA but not the other. 9suallyA if the students are a2are of such a possibilityA they fill $ore secure and $oti(atedA for they can be certain that the e<a$iner 2ill be able to reali3e the studentsB point. @o2e(erA it is not a (ery appropriate type for such a test as C8CA for chec:in" such tests 2ill be rather ti$e*consu$in". 6istenin" part of the T,786 test differs a lot fro$ that of C8CA for it is fully based on the $ultiple*choice ite$s that focus $ainly on the understandin" of the $ain idea of a $essa"e Ee<a$ples a(ailable in 'ppendi< p.371*38&F The participants are e<posed to a set of short dialo"ues that are acco$panied 2ith four ans2ersA 2here three are usually distractors and the rest one is correctA i.e.= E$anF I thin:A IBll ha(e the curtains chan"ed. E2o$anF They are a bit 2orn. EnarratorF What does the 2o$an $ean? E'F E;F ECF E!F .he thin:s e(ery bit of chan"e is i$portant. .he 2ants to 2ear the$. .he thin:s theyB(e been 2orn enou"h. .he thin:s theyBre in bad condition.

4earA Ca$brid"e preparation for the T,786 testA 111/ The test i$plies the idea that to do it the students ha(e to use a (ariety of listenin" strate"iesA but it is not directly ai$ed at it. WhereasA the listenin" part of C8C test is structured so
46

that the students 2ould be able to display their listenin" s:ills and strate"iesA that are so useful for the$ to co$prehend the real $essa"e in the real*life situation dealin" 2ith a nati(e spea:er. ThusA 2e can distin"uish certain si$ilarities and differencesA 2hich 2e can encounter co$parin" the$. They are both direct ai$in" at chec:in" one e<act s:illC ho2e(erA C8C is inte"rati(eA but T,786 is discreet point test. 0oreo(erA the test for$ats differ as 2ell. C8C is richer in acti(itiesA than T,786 testA 2hich offer the students -ust $ultiple*choice ite$s test. The author of the paper presu$es that C8C listenin" part is $ore testee*friendlyA 2hile T,786 listenin" part is $ore >reser(ed? and does not allo2 the students fill freeA but alar$ed. Writin" #art Writin" part of C8C test tests the studentsB ability to 2rite different types of 2ritin" te<ts. These could be transactional lettersA si$ple lettersA co$positionsA descriptionsA reportsA etc. 0oreo(erA the students could be as:ed to 2rite an opinion co$position and e(en an article Ee<a$ples a(ailable in 'ppendi< p.38F. Transactional letters are ai$ed at $a:in" so$ebody do so$ethin". Writin" the$A the students ha(e to :eep in $ind that they are supposed to "et a rele(ant ans2er. There are different types of transactional lettersA such as a letter of co$plaintA a letter of in(itationA a letter as:in" for infor$ation and a letter describin" so$ethin". The tas: reDuirin" the students ability to 2rite these letters 2ill supply the students 2ith necessary infor$ationA $ay be e(en picturesA and usually 2ill as: for the studentsB personal opinion. 0oreo(erA the students ha(e to be a2are of the style that should be used dependin" on the reDuire$ents. 8urther$oreA the students 2ill ha(e to :no2 ho2 the letters are structuredA for it 2ill be the factor that 2ill be e(aluated as 2ell. 'nother 2ritin" tas: such as 2ritin" articles for a $a"a3ine 2ill reDuire the students to display their 2ritin" abilitiesA the :no2led"e of the (ocabularyA the style and letter or"ani3ation :no2led"e Ee<a$ples a(ailable in 'ppendi< 38F. Writin" a report 2ill be based on the studentsB capability to "ather facts and analyse the$. It could in(ol(e a :ind of a research 2or: and :no2led"e ho2 to e<press and lin: the ideas to"ether Ee<a$ples a(ailable in 'ppendi< 3)F. Writin" a narrati(e story 2ill as: the creati(ity fro$ the students to $a:e it interestin" and ori"inal. '"ain the students 2ill ha(e to be able to e<press and lin: their ideas to produce a $eanin"ful te<t.

47

,pinion co$position 2ill in(ol(e the studentsB abilities to state ad(anta"es and disad(anta"es of the topic bein" discussedA e<pressin" o2n opinionA statin" the proble$ and possible solutions of it and e<pansion on the topic analysin" (arious aspects of a topic. 'nother 2ritin" tas: could be a boo: re(ie2. The students 2ill ha(e to :no2 ho2 to plan and or"ani3e the re(ie2A "i(in" brief infor$ation about an author and so$e essential details about a boo:. 0oreo(erA personal opinion of the students 2ill be reDuired as 2ell. ThusA loo:in" at the facts stated abo(e 2e can declare that the 2ritin" part of C8C is purely inte"rati(e type of testA for it in(ol(es all possible 2ritten tas:s and strate"ies that should be used to acco$plish the tas:s effecti(ely. 8urther$oreA it 2ill be a direct testin" ai$ed at testin" the studentsB 2ritin" s:ills. The tas:s and acti(ities presented in this part of C8C reflect the studentsB needs they $ay $eet in a real*life situationA for e(ery possible 2ritin" piece is "i(en. The 2ritin" part of T,786 test 2ill "enerally in(ol(e essay 2ritin". There 2ill not be any letters or boo: re(ie2s. The students 2ill be "i(en a topic that is typically a state$ent and they 2ill ha(e to e<pand it and 2rite about it "i(in" the factsA ideas and so$eti$es e(en a personal opinionA i.e.= > If the earth to be sa(ed fro$ en(iron$ental catastropheA 2e shall all ha(e to $a:e $a-or chan"es in our lifestyles? E4earA Ca$brid"e preparation for the T,786 testA 111/F. This type of 2ritin" 2ill focus on e<pressin" ideas and their lin:in" as 2ell. To 2rite a "ood essay the students 2ill reDuire the :no2led"e of the topicA or sche$ataA the :no2led"e of a rele(ant (ocabularyA appropriate style and or"ani3ation of the 2ritten te<tA i.e. thesis sentenceA para"raphsA etc Ee<a$ples a(ailable in 'ppendi< p. 377 I 378F. ThereforeA 2e can conclude that the 2ritin" part of T,786 test could be called also an inte"rati(e type of test in(ol(in" the ran"e of strate"ies. 0oreo(erA it could be defined as direct testin"A for it i$plies testin" e<actly the 2ritin" s:ill. 8urther$oreA it is totally based on the :no2led"e ho2 to or"ani3e an essay 2ith all necessary para"raphsA introductions and conclusions. 9se of 7n"lish or .tructure and Written 7<pressions 'n i$port role in both tests is occupied by use of 7n"lish or as it is called in T,786 .tructure and Written 7<pressions part. It ai$s at testin" the studentsB :no2led"e of "ra$$ar and (ocabulary used in the 7n"lish lan"ua"e. C8C offers the students a ran"e of (arious acti(ities and tas: to be done durin" the testin" ti$e. They are $ultiple choice clo3eA open clo3eA :ey 2ord transfor$ationsA error correction and
48

2ord for$ation. WhereasA the usual procedure of the sa$e part in T,786 test 2ill $ostly include $ultiple*choice clo3e and error correction. The $ultiple choice clo3e in C8C 2ill usually be in the for$ of a "apped te<t follo2ed by fifteen $ultiple Duestions 2ith four optionsA as al2ays the only one 2ill be the correct. It 2ill $ostly be concerned 2ith (ocabulary ite$s or "ra$$ar issues Ee<a$ples a(ailable in 'ppendi< p.&&F. 8or e<a$ple= obin Willia$s 2as creati(e and "ifted fro$ an early a"e. @e 2as a5an E1FPPPPPPPPPPPPPPPchild and at school 2as al2ays a E2FPPPPPPPPPPPPPpupil= he 2restledA ran cross*country and 2or:ed E3FPPPPPPPPPPPPPat his studies. 1. ' i$a"inary 2. ' classic 3. ' Duic:ly ; i$a"inati(e ; $odel ; easily C fantastic C superior C hard ! $ythical ! spoilt ! fast

#rodro$ouA 8irst Certificate .tarA 1118 ,pen clo3e 2ill $ostly be presented in the for$ of a te<t 2ith se(eral spacesA 2hich the students 2ill ha(e to co$plete 2ith an appropriate 2ord. It 2ill i$ply the studentsB :no2led"e of "ra$$ar and (ocabulary and 2ill in(ol(e the studentsB ability to predict and "uess fro$ the conte<t Ee<a$ples a(ailable in 'ppendi< p.1&F. The tas: 2ill be rather co$plicatedA for it 2ill not be a C*test type 2here the 2ords to be inserted preser(e the initial letter or letters to $a:e the "uessin" process easier. In our case the students 2ill ha(e to :no2 ho2 the 2ords and phrases are connected to"etherA ho2 the sentences are lin:edA and they 2ill ha(e to :no2 the "ra$$ar for$s and structuresA soA for e<a$pleA if they see ha(e5hasA they should i$$ediately :no2 that #resent perfect is used. 8or e<a$ple= When you -oin the International ;ird .ocietyA your $e$bership E1FPPPPPPPPPPPPP $a:e a positi(e difference to birds e(ery2here I e(en if the only ones you see are the blue tits.. #rodro$ouA 8irst Certificate .tarA 1118 Jey 2ord transfor$ations 2ill $a:e the students alter the sentences structuresA ho2e(er preser(in" the entire $eanin" of the$. They 2ill ha(e to co$plete a sentence 2ith a "i(en 2ordC here the (ocabulary and "ra$$ar 2ill be of $a-or interest a"ain Ee<a$ples a(ailable in 'ppendi< p.8/F. The usual chan"e 2ill occur 2ith phrasal (erbsA acti(e and passi(e (oiceA (erbs and prepositions that "o to"etherA etc.= 1. I didnBt li:e the story and I didnBt li:e the actors. I PPPPPPPPPPPPPPPPPPPPPPthe actors. #rodro$ouA 8irst Certificate .tarA 1118
49

neither

7rror correction 2ill i$ple$ent the studentsB :no2led"e of "ra$$ar structures. The students 2ill recei(e a passa"e in 2hich they 2ill ha(e to find incorrect ite$ and hi"hli"ht it Ee<a$ples a(ailable in 'ppendi< p.%%F. .uch types of acti(ities 2ill usually include an e<tra or unnecessary 2ord. These 2ords could be relati(e pronounsA prepositionsA articlesA con-unctionsA etc. 8or e<a$ple= PPPPPPPP If you 2ant to find out about so$eoneBs personalityA one 2ay of to do it is to PPPPPPPPta:e a sa$ple of their hand2ritin" and analyse itC this is called by PPPPPPPP"rapholo"y. To do "rapholo"y properlyA it is i$portant to use fairly typical.. Word for$ation 2ill based on co$pletin" a te<t by $a:in" an appropriate 2ord for$ fro$ a 2ord ste$ "i(enA i.e. disco(er I disco(ery Ee<a$ples a(ailable in 'ppendi< p.1)&F. This part 2ill focus $ainly on (ocabularyA especially on 2ord for$ation rules. @ere the :no2led"e of suffi<es and prefi<es 2ill be essential for the students. 8or e<a$ple= Who is $ad? Co2s or far$ers? ;o(ine .pon"ifor$ 7ncephalitis is a E1FPPPPPPPPPPP brain !isorder found a$on"st co2s. 's this $edical ter$ is al$ost E2F PPPPPPPPPfor the $a-ority of ordinary people to sayA the illness #,..I;67 is E3FPPPPPPPP:no2n as 0ad Co2 !isease. #,#96' !7'!

Concernin" T,786 testA 2e $i"ht say that it is si$ilar to C8C use of 7n"lishC ho2e(erA it displays -ust se(eral types of tas:s. 's 2e ha(e already $entioned they are error correction and $ultiple choice clo3e. 0ultiple choice clo3e typically consists of a ran"e of state$ents in 2hich there 2ill be a certain "ra$$ar structure $issin". It is usually based on "ra$$arA than on (ocabulary Ee<a$ples a(ailable in 'ppendi< p. 38% I 38/F. The students 2ill ha(e to :no2 ho2 the sub-ect and predicate "o to"etherA ho2 the 2ords and sentence parts are lin:ed 2ith each other. 8or e<a$ple= 1. E'F E;F ECF E!F ********infinitely lar"e nu$ber of undisco(ered "ala<ies. 'n There are an 8ro$ an .ince there are

4earA Ca$brid"e preparation for the T,786 testA 111/

50

7rror correction 2ill differ fro$ that in C8CA for in T,786 test 2e 2ill ha(e a state$ent 2ith the underlined 2ords that are supposed to be 2ron". The students 2ill ha(e to choose the correct (ariant Ee<a$ples a(ailable in 'ppendi< p. 387 I 31)F. It 2ill usually be based on the studentsB :no2led"e of "ra$$ar ite$s and 2ord for$ation as 2ell. 8or e<a$ple= !ryin" food by $eans of solar ener"y is ancient process applied 2here(er food and cli$ate conditions ' ; C ! $a:e it possible. 4earA Ca$brid"e preparation for the T,786 testA 111/ In conclusion 2e can state that 9se of 7n"lish is both discreet and inte"rati(e type of testin"A for in so$e tas:s of C8C the :no2led"e of 2ord for$ation is de$andedA but in so$e "ra$$ar 2ill be included either. The 9se of 7n"lish of C8C and T,786 2ill be a direct testin"A for it 2ill test the studentsB "ra$$ar and (ocabulary :no2led"e. .pea:in" .pea:in" is another part of the test that is present in C8C and is not included into T,786 test. It could be e<plained by the fact that if the student passes T,786 test successfullyA s5he 2ill be inter(ie2ed directly at the place s5he needed the test for. ThereforeA 2ill briefly loo: at C8C spea:in" part and discuss it. It ai$s at the studentsB ability to use spo:en lan"ua"e effecti(ely in different types of interaction. The students could be as:ed to "i(e personal infor$ationA tal: about pictures and photo"raphsA be in(ol(ed in pair 2or: tas: or e(en in discussion. In personal infor$ation part the students could be as:ed to supply the personal details about the$sel(es= i.e. their -obA fa$ily positionA studiesA etc.E e<a$ples a(ailable in 'ppendi< 1) I 11F. In describin" pictures or photo"raphs they 2ill ha(e to share their opinion about the$ spea:in" 2ith an e<a$iner. There 2ill be a ti$e li$it set for the tal:. In pair 2or: tas: and discussion the students 2ill be supplied either by pictures or photos or by charts and dia"ra$s. They 2ill be -oined in pairs and 2ill ha(e to carry out the tas: to"ether. It could be either the sol(in" the proble$A plannin" so$ethin"A puttin" so$ethin" in order or discussin" a certain topic. !iscussion 2ill certainly reDuire the studentsB personal opinion and analysis of a topic Ee<a$ples a(ailable in 'ppendi< /3F.
51

In C8C the students 2ill ha(e to cooperate 2ith another interlocutor= either the e<a$iner or another participant. The author of the paper assu$e that this part is both inte"rati(e and indirect testin". It is inte"rati(eA for it 2ill in(ol(e the studentsB :no2led"e of the 2hole aspects of the lan"ua"e= "ra$$arA sentence structureA (ocabularyA listenin" s:ills and $ay be e(en readin" s:ills if the tas: 2ill be 2ritten. To co$$unicate successfully the students 2ill reDuire listenin" and co$prehendin" the other spea:erBs $essa"e to respond. 4ra$$ar should be accurate to produce a "ood and correct dialo"ue or a $onolo"ueA for accuracy is an i$portant factor there. The rich 2ord stoc: 2ill be ine(itable ele$ent as 2ell. Indirect testin" $eans that the 2hole $aterial 2ill be included 2hile testin" spea:in" s:ills. To conclude 2e can declare that C8C and T,786 tests are both inte"rati(e and discreet point tests. They are also directA ho2e(erA spea:in" part in C8C could be defined as indirect one in(ol(in" all four s:ills to be used. Conclusions The present research atte$pted to in(esti"ate the essence of t2o types of testsA such as T,786 and C8C tests. The research has achie(ed the initially set "oals and ob-ecti(es. It dealt 2ith the basic data about testin"A 2here the author had displayed the ideas 2hat 2as the essence of testsA 2hy the students should be testedA 2hat conseDuences could tests produce and 2ho$ they 2ould $ostly influence. 'fter2ardsA the reasons for testin" 2ere discussedA 2here the author of the paper had "radually sho2ed 2hy tests 2ere si"nificant in the process of learnin" and the role of testin" in the teachin" process. 'fter the basic data had been discussedA the author ca$e directly to types of testin". 't that point the author of the research $ade an atte$pt to re(ie2 (arious sources on the topic she 2as able to find. .he had presented the definitions of the types of tests offered in 6on"$an dictionary of 6T'6 and then had co$pared the$ 2ith the definitions "i(en by (arious authors. 6aterA the author of the research displayed the 2ays of their applications and reasons for that. .he had also presented se(eral e<a$ples of tests types in the 'ppendi<. The author of the paper had also discussed 2ays of testin"A such as discrete point test and inte"rati(e testA ob-ecti(e and sub-ecti(e testsA direct and indirect testsA etc. The attention 2as dra2n to the si"nificance of their usa"e and the purpose for it. 8urther$oreA the discussion had chan"ed the focus on another i$portant issueA such as tests for$ats and approaches for testin"
52

four lan"ua"e s:ills. @ere the author had broadly and e<plicitly discussed and analysed the tests for$atsA such as 0CKsA false5true ite$sA clo3e testsA "ap*fillin" testsA etc. .he had focused on their application and s:ills for 2hich they are used. 0oreo(erA she had displayed (arious e<a$ples to e<e$plify each test for$atA offerin" se(eral of the$ in 'ppendi< of the paper. 6i:e2iseA a table 2ith the lan"ua"e s:ills and test for$ats applicable for the$ 2as attached to the 2or: as 2ell. 8urtherA a practical part in the for$ of the testsB analysis 2as presented. The author of the paper had also dealt 2ith the $ain issues that are (ery (ital and essential in analysis of the tests. .he had focused on the reliability and (alidity of the tests and tried to trace the$ in T,786 and C8C tests. .he had thorou"hly discussed the tas:s and acti(ities co$posin" the tests desi"ned to test the studentsB lan"ua"e s:ills. 0oreo(erA she had atte$pted to co$pare the t2o tests and find out any si$ilarities and differences bet2een the$. .he had $ethodically studied each part of the testsA startin" fro$ readin" s:ills finishin" 2ith spea:in". .he had presented a detailed in(esti"ation into the $atter to"ether 2ith the e<a$ples that could be obser(ed in 'ppendi<A as 2ell. 7(entuallyA she had "ained her ai$ ha(in" chec:ed the theory into practice and had pro(ed that it really functioned in the real 2orld. 0oreo(erA she had re(ealed that thou"h bein" so$eti$es different in their purposeA desi"n and structureA the T,786 test and C8C test are constructed accordin" to the uni(ersally accepted pattern. ThusA the hypothesis of the present research has been confir$ed. Theses

1.

The role of tests is (ery useful and i$portantA especially in lan"ua"e learnin"A for

they indicates ho2 $uch the learners ha(e learnt durin" a courseA as 2ell as display the stren"th and 2ea:nesses of the teachin" process and help the teacher i$pro(e it. 2. The tests can facilitate the studentsB acDuisition process and function as a tool to increase their $oti(ationC ho2e(erA too $uch of testin" could be disastrous chan"in" entirely the studentsB attitude to2ards learnin" the lan"ua"eA especially if the results are usually dissatisfyin".

53

3.

'ssess$ent and e(aluation are i$portant aspects for the teacher and the students

and should be correlated in order to $a:e e(aluation and assess$ent >"o hand in hand?. &. The test should be (alid and reliable. They should test 2hat 2as tau"htA ta:in" the

learnerBs indi(idual pace into account. 0oreo(erA the instructions of the test should be una$bi"uous. %. /. 7. Validity deals 2ith 2hat is tested and de"ree to 2hich a test $easures 2hat is eliability sho2s that the testBs results 2ill be si$ilar and 2ill not chan"e if one There are four traditional cate"ories or types of tests= proficiency tests $easurin" supposed to $easure. and the sa$e test 2ill be "i(en on (arious days. ho2 $uch of a lan"ua"e a person :no2s or has learntC achie(e$ent tests $easurin" a lan"ua"e so$eone has learned durin" a specific courseA study or pro"ra$C dia"nostic tests displayin" the :no2led"e of the students or lac: of itA and place$ent tests placin" the students at an appropriate le(el in a pro"ra$$e or a course. 8. There are t2o i$portant aspect direct and indirect testin". !irect testin" $eans the in(ol(e$ent of a s:ill that is supposed to be testedA 2hereas indirect testin" tests the usa"e of the lan"ua"e in real*life situation and is assu$ed to be $ore effecti(e. 1. !iscrete point test is a lan"ua"e test that is $eant to test a particular lan"ua"e ite$A 2hereas the inte"rati(e test intends to chec: se(eral lan"ua"e s:ills and lan"ua"e co$ponents to"ether or si$ultaneously. 1). There are (arious tests for$atsA such as $ultiple*choice tas:sA "ap*fillin" testsA clo3e testsA true5false state$entsA etc. used to chec: four lan"ua"e s:ills. 11. To enter any forei"n uni(ersity the students are supposed to ta:e the T,786 or C8C tests. ;esidesA they can be ta:en to re(eal the studentBs le(el of the 7n"lish lan"ua"e. 12. .er(in" for al$ost si$ilar purposeA ho2e(er bein" so$eti$es different in their desi"n and structureA the T,786 and C8C tests are usually constructed accordin" to the accepted uni(ersal pattern. biblio"raphy 1. T2enty
54

;yno$A '. 2))1. Testin" ter$s. 7n"lish Teachin" professional. 8oru$. Huly. Issue

2. #ress. 3. &. %. /. 7. 8. 1.

4earA 111/. Ca$brid"e #reparation for the T,786 Test. Ca$brid"e 9ni(ersity 4rellet. 1181. !e(elopin" eadin" s:ills. Ca$brid"e 9ni(ersity #ress @eatonA H. 111). Classroo$ Testin". 6on"$an @ed"e. T. 2))). Teachin" and 6earnin" in the 6an"ua"e Classroo$. ,<ford @u"hesA '. 1181. Testin" for 6an"ua"e Teachers. Ca$brid"e 9ni(ersity #ress @ic:sA !. 6ittle-ohnA '. 1118. Ca$brid"e 7n"lish for .chools EC7.F. TeacherBs @ic:sA !. 6ittle-ohnA '. 1117. Ca$brid"e 7n"lish for .chools EC7.F. .tudentBs JruseA '. 1187. Vocabulary in Conte<t in Vocabulary 6earnin" in 6on". 0. Eed.FA

9ni(ersity #ress

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