Дифференцирования квази-филиформных алгебр

Objects and methods of research 
Nobody would argue that from time to time in the process of learning students should know 
where they are and where they should move to improve their mastering of a foreign language. If they 
only study and nobody and nothing helps them to define their present position, they can be easily lost 
in the rough stream of language chunks surrounding them. So, testing is a favor, but why do so few 
like it and often declare that testing does not reflect objectively their true level in language learning? 
Why are they so often demotivated after taking language tests? Why do tests in general clip wings to 
those who strive to achieve excellent results in learning? Why do learners so often divide tests into bad 
and good? I shall try to answer these questions in this article. 
Good tests are those that do the job they are designed to do and which have a positive rather 
than a negative effect on both students and teachers. A good test is valid. This means that it does what 
it says it will. In other words, if we say that a certain test is a good measure of a student‘s reading 
ability, then we need to be able to show that this is the case. Such tests should not make students write 
long com
plicated sentences, or evaluate students‘ spelling mistakes. They should score only their 
reading abilities and skills. Or, if we are going to test students‘ grammar, the tests should avoid 
questions concerning country study issues or literature. The quest
ion «When was London underground 
opened?‖ is not valid if the aim of the test is to measure the total abilities of students in English. 
Results and their discussion 
A good test should be reliable. It means that anyone marking the test should come up with the 
same result as someone else. It is not a secret that different results can be given by different markers. I 
will never forget an example from my own experience when one not very smart teacher was correcting 
an essay of a student in language competitions and identified wrong an idiom used by him in his 
composition. It was‖to give a lift‖ and the student used it appropriately and to the point. Unfortunately, 
the teacher‘s knowledge of idioms was not very deep and she tried to pull the mark down. There was a 
row, but it could have been escaped if before marking the student‘s work, the teacher would have 
attempted to consult a dictionary or somebody to be on the safe side. The more professional the 
teacher, the more responsible he (she) is in marking student‘s work and the less liberal he or she is in 
giving scores.
Tests have a marked washback effect, it occurs when teachers seeing the form of the test their 
students are going to take, start teaching for the test exactly, because they want as many of their 
students as possible to pass the test. And very often such test preparation starts dominating their 
lessons and deflecting from the main teaching aims and procedures. Instead of teaching language in 
general, teachers teach certain techniques for answering certain types of questions. It happens very 
often when learners are going to take TOEFL or IELTS. The purpose of these tests is to assess the 
language ability of candidates who need to study at the university level or work in a professional 
capacity where English is used as the language of communication; these tests consist of the General 
Training and Academic Modules. It is clear that only a good knowledge of language is not enough for 
passing these tests. The main obstacle: these tests are time limited. We know that all people are 
divided according to their temperament. It is obvious, that phlegmatic and melancholic persons will 

---