CC BY
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СИМВОЛ НАУКИ ISSN 2410-700X № 1 /2019
УДК-37
Шутова В.Д.
студент
ФГБОУ ВО «Мордовский государственный педагогический институт им. М.Е. Евсевьева» г. Саранск, Республика Мордовия E-mail: [email protected]
A STANDARD TEST AS A WAY OF CONTROL IN A FOREIGN LANGUAGE.
Abstract
The article reveals the definition and peculiarities of the test as a method of monitoring pupils' knowledge. Moreover, it describes how suitable the test for a foreign language at school and for the reading part of the finals is.
Key words:
the level of knowledge, a foreign language, the test, the finals, educational institutions.
The test is considered to be one of the most effective means of control in teaching a foreign language. Most of the studies in this area met the needs of their time, but they touched upon certain aspects and problems of testing, often by the test were meant only certain types of tasks.
By definition, C.K. Folomkina refers to the test as buildings that have a specific organization, which allows all students to work simultaneously in the same conditions. Test assignments always have an unambiguous solution; determination of the correctness of the answer is carried out using the prepared key. The use of tests for control is advisable because they set the direction of the students' mental activity, teach them to vary the process of processing the perceived information [1, стр.47-48].
As concluded by M.K. Borodulina and A.L. Karlin, work on educational texts serves the implementation of the main methodological tasks of teaching - the introduction and consolidation of language material, the development of speech skills and skills based on verbal and educational-cognitive activity of students. Thus, the main requirement for educational texts is their exemplary nature, i.e. maximum correspondence of the text in content and form as a general methodological concept of the training system, and a specific goal that must be achieved during the work with the text [3, стр. 255].
Standardized tests are tests that measure individual indicators compared to a population with similar characteristics (for example, students aged 11-16 years or third-year students). Such tests allow the researcher to establish standards or representative indicators for members of the entire population. Standard tests can be conducted with any number of participants, whose performance is then compared with the norms of the main population to determine the current stage of development [2, стр. 448].
During preparation for the finals, for the successful development of reading skills, teachers should be offered genres and types of texts that are appropriate for the formation of skills tested in the examination paper:
• To read with a basic understanding of the content: newspaper and magazine articles, ads, advertisements, brochures, guidebooks;
• For reading with the restoration of structural and semantic links: newspaper and magazine articles, brochures, popular science texts;
• For reading with a full understanding of the read: excerpts from art literature, newspaper and magazine articles.
It is necessary to explain to students that reading with an understanding of the core does not imply a complete understanding of the entire text. Therefore, students should be taught not to translate every word in the text. Students should be taught to understand the key words in the text that are necessary for understanding the main content, and not to pay attention to words that do not depend on understanding the main content. Students should pay attention to the correctness and adequacy of the grammatical structure of the sentence and note that the means of logical connection will help them to fully understand the content of the readings.
It is very important to teach students not to be afraid of unfamiliar words in the text and hand over answers to all questions.
СИМВОЛ НАУКИ ISSN 2410-700X № 1 /2019
The "reading" section in the system of other sections consists of three types of test tasks aimed at testing various skills of students:
Task number 1 will check the understanding of the main content of the texts (for compliance);
Task number 2 checks the understanding of the structural and semantic links of the text (for filling in the
gaps);
Task number 3 checks the ability to fully and thoroughly understand the meaning of the text (test of seven questions).
Journalistic, popular science, artistic, and pragmatic texts can be used. For a basic level, these are brief texts of an informational and popular science character; for increased level, journalistic and popular science texts are used, for a high level, artistic and publicist text. To successfully complete the reading section, students should have all kinds of it, have skills in working with test tasks, clearly see the goal and apply different strategies depending on the communicative task.
The main difference between a test and a traditional test is that it always implies measurement. Therefore, the assessment, presented on May following the results of testing, is more objective and independent of the teacher's possible subjectivity than an assessment for the performance of traditional test work, which is always subjective, because it is based on the teacher's impression, which is not always free from his personal syllabi antipathies towards that or another student.
The quality of any measuring instrument, including the test, is determined primarily by its reliability and validity
Test in learning a foreign language is conducted to identify:
1) The level of achievement in a particular type of activity;
2) Abilities to a certain kind of activity;
3) Difficulties in mastering one or another type of activity and possible ways to overcome them [5, стр. 340]. In practice, teachers often have to meet with the tests of the first group. Such tests can measure general skills
in speech activity or achieve a certain level of skill in the process of mastering a particular course of study. Tests can be final or intermediate (thematic).
The final tests are intended to objectively confirm the level of learning achieved by the students. Thematic test is designed to improve the learning process itself.
Testing, like any other control, has its advantages and disadvantages. The main disadvantage of testing is the possibility of guessing, although if there are four possible answers to one question, the percentage of guessing one correct one is extremely small. Also among the shortcomings of testing can be distinguished the lack or complete absence of textbooks with a test form of tasks and a relatively small number of specialists who are good at testing in education. And finally, the teacher does not see the depth of students' knowledge; he can only judge the surface how widely they know his subject. Testing also has several advantages over other methods control in education. In our opinion, this is a high speed of checking the quality of acquired knowledge and skills; the implementation of full coverage of educational material; the absence of such factors as the mood of the teacher, his level of qualification in evaluating the answers; objectivity of evaluation; focus on modern technologies and requirements in education; reduction of task execution time.
Thus, the test results can be used to assess the level of students' learning, to select them in one or another educational institution, to certify their achievements in a certain type of activity (for an academic subject), to be distributed into study groups depending on the achieved level. References
1. Фоломкина, С. К. Тестирование в обучении иностранному языку / С. К. Фоломкина // Иностранные языки в школе. -1986. - № 2. - С. 47-48.
2. Кордуэлл,М. Психология. А-Я: словарь-справочник / М. Кордуэлл, ; пер. с англ. К. С. Ткаченко. - М.: Фаир-Пресс, 1999. - 448 с.
3. Бородулина, М.К. Обучение иностранному языку, как специальности : учеб. пособие / М.К. Бородулина, А.Н. Карлин, А.С. Лурье. - М.: Высшая школа, 2016. - 255 с.
4. Ляховицкий, М.В. Методика преподавания иностранного языка : учеб. пособие / М.В.Ляховицкий. - М.: Высшая школа, 1998 - 340 с.
© Шутова В. Д., 2019
