Abdul Ghfar Hotak

1. Presented by
Abdul Ghafar
English department, senior class

2. This chapter includes the following:
Reasons for testing students
Good test
Test types
Marking tests
Designing tests

3. Testing is finding out how well something works.
INTRODUCTION

4. Reasons for testing students
Students need or may want to be tested on their
ability.
They need to be put in a class at an appropriate level,
they do a placement test.
The students may give progress test.These have the
function of seeing how students are getting on with the
lessons.
At the end of semester students give final achievement
test to see how well students have learnt.

5. Good tests
 Good tests are those that do the job they are
designed to do and which convince the people
taking and marking them that they work.
 A good test is valid.This mean that it does what it
says it will. A good test should have marking
reliability.
 Tests have powerful effect on student’s motivation.
First, students often work a lot harder than normal
when there is a test or examination. Second, they
can be greatly encouraged by success in tests.

6. 1: Indirect test items: focus on, says, word
collocations or the correct use of modal verbs. this
includes the following.
• multiple choices: multiple-choice questions are
those where students are given alternative to
choose from.
Test types

7. • Fill in and cloze:
involves the
examinee writing a
word in a gap.
• Transformation:
students are asked to
change the form of
words and phrases to
show their knowledge
of syntax and word
grammar.

8. 2: Direct test items: in direct test items, we ask students
to use language to do something, instead of just
testing their knowledge of how the language itself
works. It includes the following:
• reading and
listening: some
reading and
writing test items
look a bit like
indirect items. But
at other times we
might ask
students to
choose the best
summary of what
they have heard
or read.

9. • Writing: direct tests of writing might include getting
students to write leaflets based on information
supplied in an accompanying text, or having them
write compositions.

10. • Speaking: we can interview students, or we can put
them in pairs and ask them to perform a number of
tasks.These might include having them discuss the
similarities and differences between two pictures or
items.

11. Marking tests
The marking of tests is reasonably simple if the
markers only have to tick boxes or individual words.
There are two ways of countering the danger of
marker subjectively.
• The first is to involve other people.When
two or three people look at the same piece
of work and, independently, give it a score, we
can have more confidence in the evaluation of
the writing than if just one person looks at it.

12. • The other way is marking more objective to use
marking scale for arrange of different items

13. Designing tests
• when writing progress tests, it is important to try
to work out what we want to achieve, and we
need to think about how difficult we want the
test to be.
• When designing tests for our classes, it is helpful
to make a list of the things we want to test.