46

Almost always with the word "test" a question comes to mind with four or five possible answers. Students usually think of multiple-choice questions (MCQs) when they are told to get tested. Testing means testing students' knowledge using different types of question forms. The proposed article examines the academic performance test, which was developed by the administration of the Uzbekistan English Teachers Association (UZTEA) for Year 2 students of lyceums and colleges. The purpose of this study is to discuss test constructs and propose a more reliable version of them if the reason for the unsatisfactory results depends on the evaluation criteria. Both formal and final tests were developed by the administration of the Uzbekistan English Teachers Association (UZTEA). There are specific assessment criteria and objectives based on the curriculum, consisting of four types of questions, addressing the respective four competencies, that is, to test the ability of students in the four core skills. In our study, only criteria related to reading skills will be considered. Reading comprehension questions will be reviewed following relevant developments and recommendations from  experts and testing requirements. The importance of the Test Modification Project for English teachers is that test scores tend to be directly related to the content of the tests. The differences between the tests involved in the study and their modified versions will be considered by the specificity of the tests, based on certain criteria and five principles of test design.

  • Internet ҳавола
  • DOI
  • UzSCI тизимида яратилган сана 12-05-2023
  • Ўқишлар сони 46
  • Нашр санаси 28-04-2023
  • Мақола тилиIngliz
  • Саҳифалар сони9
English

Almost always with the word "test" a question comes to mind with four or five possible answers. Students usually think of multiple-choice questions (MCQs) when they are told to get tested. Testing means testing students' knowledge using different types of question forms. The proposed article examines the academic performance test, which was developed by the administration of the Uzbekistan English Teachers Association (UZTEA) for Year 2 students of lyceums and colleges. The purpose of this study is to discuss test constructs and propose a more reliable version of them if the reason for the unsatisfactory results depends on the evaluation criteria. Both formal and final tests were developed by the administration of the Uzbekistan English Teachers Association (UZTEA). There are specific assessment criteria and objectives based on the curriculum, consisting of four types of questions, addressing the respective four competencies, that is, to test the ability of students in the four core skills. In our study, only criteria related to reading skills will be considered. Reading comprehension questions will be reviewed following relevant developments and recommendations from  experts and testing requirements. The importance of the Test Modification Project for English teachers is that test scores tend to be directly related to the content of the tests. The differences between the tests involved in the study and their modified versions will be considered by the specificity of the tests, based on certain criteria and five principles of test design.

Муаллифнинг исми Лавозими Ташкилот номи
1 KHASANOVA CARTWRIGHT D.. efl teacher of the department “foreign languages”, cheonan assistant Professor International Islamic Academy of Uzbekistan, Hoseo University
Ҳавола номи
1 1. Alderson, J. C. (2005). Diagnosing language proficiency: The interface between learning and Assessment. London Press. Bachman, L., & Plamer, A.S (1996). Language testing in practice. New York: Oxford University Press. 2. Abdullaeva, Barno & Pulatova, Laziza & Ulmasbaeva, Malika & Azimova, Gulnara & Kenjaeva, Mukhayyo. (2020). Designing Materials for Teaching Adult Learners. International Journal of Psychosocial Rehabilitation. 24. 794-799. 10.37200/IJPR/V24SP1/ PR201219. 3. Asrorov, I.F. (2020) "THE IMPORTANCE OF INDIVIDUAL FEATURES IN THE CLASSROOM," Central Asian Problems of Modern Science and Education: Vol. 2020 : Iss. 1 , Article 13 4. ARIPOVA, K. ЛИНГВОМАДАНИЙ КОМПЕТЕНЦИЯ ВА КОМПЕТЕНТЛИЛИК: ТЕРМИНЛАР НИНГ МЕТОДИК ЛУГАТЛАРДАГИ ТАЪРИФИ. УзМУ ХАБАРЛАРИ ВЕСТНИК НУУз 5. Khasanova, D. (2019). It is time to change the subject matter of English at vocational college EPRA International Journal of Multidiscipline Research 6. Monthly Peer Reviewed & Indexed International Online Journal India, 5(12) 48-51 7. Khasanova, D. (2019) Халқаро PIRLS баҳолаш дастурини ривожлантириш асосида ўқиш ва ёзув саводхонлигини ошириш Сўз санъати халқаро журнали 5 (10) 49-54 Bachman, L., & Plamer, A.S (1996). Language testing in practice. New York: Oxford University Press. 8. Brown, H. D (2000). Principles of language learning and teaching (4th ed.) White Plains, NY: Pearson Education. 9. Brown, J. D. (1998). New ways of classroom assessment. Alexandria, VA: Teachers of English to Speakers of other languages. 10. Chun, C. (2005). An analysis of a language test for employment: The authenticity of the Phone Pass test. Language Assessment Quarterly, 3, 295-308. 11. Eshboyeva D. A. Effective ways in teaching English language //Актуальные проблемы гуманитарных и естественных наук. 2014. №. 8-1. С. 312- 313. 12. Eshboeva D. A. THE ESSENTIAL FEATURES OF THE LANGUAGE\ TEACHING METHODOLOGY // Modern Science. 2016. №. 6. С 77-79. 13. Khasanova, D. (2020). The features of conducting Business English as an ESL ERPA International Journal of Research & Development International Online Journal 5(3) 674-676 14. Khasanova, D. (2020). Conducting the lessons in three different teaching conditions «Роль иностранных языков и информационно-коммуникационных технологий в подготовке молодых учёных» 236-331 15. Khasanova, D (2019). Cultural stereotypes of Asian students in TESOL Prospects of world Materials of the XV international scientific and practical conference 10, 54-59 16. Khasanova, D. (2019) Does the way of assessing affect the result of testing? “Trends in Teaching Foreign Language: achievements and Solutions” International Conference 84-86 17. Khasanova, D. (2019). The impact of effective teaching Grammar in CLT Nauka I Praktiki 13-14 18. Khasanova, D. (2020). The features of conducting Business English as an ESL ERPA International Journal of Research & Development International Online Journal 5(3) 674-676 19. Hughes A. (1981). Conversational cloze as a measure of oral ability. English Language Teaching Journal 35:161-8. 20. Ikanova, L. (2019). THE IMPACT OF THE MATERIALS DEVELOPMENT TO THE IMPLEMENTATION OF THE LANGUAGE PLANNING AND POLICY. Electronic journal of actual problems of modern science, education and training, 7-13 21. Swain, M. (1990). The language of French immersion students: Implications for theory and practice. In J.E. Alatis (Ed.) Georgetown University round table on languages and linguistics (pp.401-412). Washington. DC: Georgetownn University Press. 22. McNamara, Tim. (2000). Language testing. Oxford: Oxford University Press 23. Mousavi, Seyyed Abbas. (2009). An encyclopedic dictionary of language testing (4th ed.). Tehran: Rahnama Publications 24. Meaney, K. S., Bohler, H. R., Kopf, K., Hernandez, L., & Scott, L. S. (2008). Service-learning and preservice educators’ cultural competence for teaching: An exploratory study. Journal of Experiential Education, 31189–208. doi:10.5193/JEE.31.2.189 25. Mo’minova, D. A. (2019). Translation problems of some English expressions into uzbek in intercultural communication Buxoro Davlat Universiteti ILMIY AXBOROTI, 284-288 26. Molee, L. M., Henry, M. E., Sessa, V. I., & McKinneyPrupis, E. R. (2010). Assessing learning in servicelearning through critical reflection. Journal of periential Education, 33, 239–257. doi:10. 5193/JEE33.3.239 27. Paoletti, J. B., Segal, E., & Totino, C. (2007). Acts of diversity: Assessing the impact of service-learning. New directions for Teaching and Learning, 111, 47–54. doi:10.1002/tl.285 28. Ramsdell, L. (2012). Reciprocity: The heart of service learning. In J. H. Westover (Ed.), Academic servicelearning across disciplines: Models, outcomes and assessment (pp. 9–16). Champaign, IL:Common Ground. 29. Rymes, B. (2002). Language in development in the United States: Supervising adult ESOL preservice teachers in an immigrant community. TESOL Quarterly, 36, 431–452. doi:10. 2307/3588420 30. Simons, L., & Cleary, B. (2006). The influence of service learning on students’ personal and social development. College Teaching, 54, 307–319. doi:10.3200 /CTCH. 54.4.307-319 31. Stukas, A. A., Snyder, M., & Clary, E. G. (1999). The effects of “mandatory volunteerism” on intentions to volunteer. Psychological Science, 10(1), 59– 64. doi:10.1111/1467-9280.00107 32. TESOL. (2010). TESOL/NCATE standards for the recognition of initial TESOL programs in ESL teacher education. Retrieved from www.tesol.org/advancethe-field/standards/tesol-ncatestandards-for-p-12- teacher-education-programs 33. Resolution № 272 of Cabinet of Ministry of Republic of Uzbekistan on 1996, July 31 “On the Establishment of Banking College”. 34. Ulmasbaeva, M. A. (2020). THE EFFECTIVENESS OF USING TECHNOLOGIES IN TEACHING AND LEARNING FOREIGN LANGUAGES. In ПРИОРИТЕТНЫЕ НАПРАВЛЕНИЯ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ (pp. 176-177 35. Джумаева Н. Э., Сохибов А. Р. Педагогические термины и понятия //КАРШИ Каршинский государственный университет. – 2014. – Т. 70. 36. Шамсематова Б. Р. МЕТОД ПРОЕКТОВ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА //Актуальные проблемы гуманитарных и естественных наук.– 2019. – №. 2. – С. 96-99.
Кутилмоқда