Ministry of higher and secondary special education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of the english language and literature course paper the theme: Types of

The actuality of the Course work is define by concrete results of the investigation. Special emphasis is laid on various types of rendering features, and the peculiarities of reading and vocabulary using MCQs.
The aim of this Course work is define some problematic questions about reading assessment using MCQs
The novelty of the work is that that thorough analysis the problems of work incourse work , which have not been researched deeply, yet; moreover studying the English literature in the context.
The tasks of the research are the following according to the general aim:
1) to define the role of MCQs in reading assessment ;
2) to describe the strategies of assessment;
3) to study new methods of MCQ s in reading assessment .
The practical value of the research is that the material and the results of the given research can be used in theoretical courses of English and American books, interpretation of the text and other theoretical courses.
The material includes:
1. Different Encyclopedic books;
2. Scientific literature on Present Day English Literature;
3. The practical and theoretical books of English, American, Russian authors.
The theoretical importance of the research is determination by the necessary of detailed and comprehensive analysis of peculiarities of the English books which form a big layer of the vocabulary.
The structure of the work – the given Course work consists of introduction, main part and a conclusion which are followed by the lists of literature used on the course of the research.
In conclusion the basic results of investigation are submitted. At the end of our research paper we have attached the list of used literature which is valuable for the user of this research paper
CHAPTER I. Significiance of assessment in Modern English
1.1.Types of assessment
Reading assessment is essential for supporting effective reading instruction. Reading assessment data provides teachers important information to guide instructional decisions. It also helps guide school leadership as they make reading curriculum decisions. The Institute of Education Sciences (IES) practice guide Using Student Achievement Data to Support Instructional Decision Making highlights the value of assessment data:
“Using data systematically to ask questions and obtain insight about student progress is a logical way to monitor continuous improvement and tailor instruction to the needs of each student. Armed with data and the means to harness the information data can provide, educators can make instructional changes aimed at improving student achievement, such as:

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  prioritizing instructional time;
  
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  targeting additional individual instruc­tion for students who are struggling with particular topics;
  
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  more easily identifying individual stu­dents’ strengths and instructional in­terventions that can help students continue to progress;
  
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  gauging the instructional effectiveness of classroom lessons;
  
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  refining instructional methods; and
  
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  examining schoolwide data to consider whether and how to adapt the curricu­lum based on information about stu­dents’ strengths and weaknesses.”
  

This goal of this blog post is to share basic explanations of key terms related to reading assessments. The text and graphics are from from Module 11 of the Keys to Beginning Reading professional development online course .[2]
Reliability
Reliability refers to how consistently a test provides dependable, consistent measurement of a skill or ability. If a test is reliable, the same result should be achieved regardless of who administers the test. Personal judgment to determine a score should not be part of the process. Related Essential question: Are the test scores reliable between test administrators? Testing contexts? Test forms?
Validity
A test is valid if it measures the skill or ability it says it is measuring. The results from a valid test are used to make useful, accurate and beneficial decisions. A test is only valid if it is being used for the purposes for which it was designed. Related Essential question: Are we using the test for the right purpose?
There are four main types of reading assessments that are used in schools: Screening, Diagnostic, Progress Monitoring, Summative.