Andijon davlat chet tillar instituti

1.Multiple-choice items
2.Short answers test
3.Cloze test
4.Gap-filling tests
5.Matching
6.Rearrangement
7.False/true statement
8.Completion

Listening skills	1.Multiple-choice items 2.False/true statements 3.Gap-filling tests 4.Dictations 5.Listening recall 6.Rearrangement 7.Matching
Writing skills	1.Dictations 2.Compositions 3.Reproductions 4.Writing stories 5.Writing diaries 6.Filling-in forms 7.Word formation 8.Sentence transformation
Speaking skills	1.Retelling stories 2.Describing pictures 3.Describing people 4.Spotting the differences 5.Interview

The created tests must be evaluated via certain criteria. There are a lot of evaluation criteria. Test qualities include among others reliability, validity, consistency and practicality.
Methodologists (Alderson, Clapham & Wall, 1996:286; Bachman
& Palmer, 1997:19-42) explain these criteria as:
- Reliability is permanence of the measurement results produced by a test. Testing productive skills such as speaking and creative writing is less reliable than testing listening and reading.
E.g., there is always more room for subjectivity in assessing an essay than a dictation. "Reliability” is the opposite to “randomness” in the marking given by the teachers or examiners,

• 
  Consistency is agreement between parts of the test. All the tasks in a consistent test have the same level of difficulty for the learners. Some tests are more difficult to make consistent than others, e.g. a dictation will contain the words with a different level of difficulty for spelling.
  
• 
  Construct validity pertains to whether the text measures what it claims to measure. If a test claims to measure such “construct” as “oral” skill, then a valid test should measure exactly an “oral skill” but not other “constructs” such as the “knowledge of grammar”.
  
• 
  Concurrent validity is the coincidence of the test scores with other measures of the learner’s language performance, e.g. teacher’s.
  
• 
  Practicality is the degree to which a test can be used as a convenient tool for measuring language performance. If a test needs much preparation time, or requires too long time in the lesson, it will be perceived as “impractical”.
  

References

1. 
   Jalolov J.J., Makhkamova G.T., Ashurov Sh.S. “English Language Teaching methodology” -T.: 2015
   
2. 
   Jalolov J.J. “Chet til o’qitish metodikasi.” - T.: 2012.
   
3. 
   Axmedova L.T., Normuratova V.I. “Teaching English practicum” / “Praktikum po metodike prepodavaniya angliyskogo yazika” - T.: 2011.
   
4. 
   Khoshimov O’, Yaqubov I. “Ingliz tli o’qitish metodikasi” – T.: 2003.
   

5.Aхмедова Л.Т. “Роль и место педагогических технологий в
профессиональной подготовке студентов”- T.: 2009.
6.Мильруд Р.П.“Методика преподавания английского языка.”English
language methodology: Учебное пособие для вузов. 2-изд. - Москва.
Дрофа, 2007.
7.Rogers and Richards. “Approaches and methods in Language Teaching.”
Cambridge University press.
8.Harmer Jeremy. “The practice of English language Teaching.” Cambridge,
2007.
9.Makhkamova G.T. “Innovative pedagogical Technologies in the
English Language Teaching.” Tashkent, 2017.

”Tillar o’qitish metodikasi va ta’lim texnologiyalari” fani bo’yicha seminar mashg’ulotlarining kalendar-tematik rejasi