The following article investigates the achievement
test, which was designed by Uzbekistan Teachers of
English Association (UZTEA) administrations for Year
2 students of lyceums. The target of this research is to
discuss the test constructions and suggest more reliable
version of them if the reason of unsatisfactory results
depends on principles of assessment. The importance
of the Test Modifcation Project for English language
teachers is that the result of tests tends to be under the
impact of test quality. In order to make it clear, the
differences between ready given tests and modifed
versions will be discussed according to test specifcations
through following steps
The following article investigates the achievement
test, which was designed by Uzbekistan Teachers of
English Association (UZTEA) administrations for Year
2 students of lyceums. The target of this research is to
discuss the test constructions and suggest more reliable
version of them if the reason of unsatisfactory results
depends on principles of assessment. The importance
of the Test Modifcation Project for English language
teachers is that the result of tests tends to be under the
impact of test quality. In order to make it clear, the
differences between ready given tests and modifed
versions will be discussed according to test specifcations
through following steps
| № | Muallifning F.I.Sh. | Lavozimi | Tashkilot nomi |
|---|---|---|---|
| 1 | Khasanova D.K. | EFL teacher of the department classical oriental literature and source study. | International Islamic Academy оf Uzbekistan |
| № | Havola nomi |
|---|---|
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