Мирзо улуғбек номидаги ўзбекистон миллий университети қиёсий тилшунослик кафедраси йўналиш: Хорижий тил ва адабиёт (инглиз тили) ильхомова ирода хикматжон қизи «Чет тилларни ўқитишда вазифаларни ишлаб чиқиш ва бахолашнинг ахамияти»

Practical significance: The practical material of this course work can be used in teaching a foreign language at school and at a university, in courses "Theory and methods of teaching foreign languages" and in others.
Course paper consists of an introduction, two chapters, a conclusion, a summary and a bibliography.

CHAPTER I. METHODOLOGY FOR THE PREPARATION AND CONDUCT OF TESTS TO CONTROL CERTAIN TYPES OF SPEECH ACTIVITY

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   Testing as a form of teaching foreign languages
   

Testing as a method of pedagogical research means “purposeful, the same examination for all subjects, carried out in strictly controlled conditions, allowing to objectively measure the studied characteristics of the pedagogical process¹” The problem of testing is widely reflected in the pages of the modern methodological press. Some materials clarify the concept of testing and try to explain its difference from control. In particular, A.A. Rapoport considers testing as one of the forms of control, its significance and role for educational purposes, he develops and describes different types of tests, gives recommendations for their compilation and use. A.A. Rapoport notes that control as a concept is more multifaceted than testing. The test method, by virtue of its specificity, requires special research, practical development and experimental testing in relation to a specific addressee (student) in order to satisfy certain learning conditions and ensure, if possible, effective control performance².
In the domestic practice of teaching foreign languages, the role of testing is constantly growing. The interest in testing is explained by the fact that, in addition to its main function - control, it can serve as a means of diagnosing the difficulties of language material for students, a measure for determining the effect of learning and a way to predict the success or failure of learning. The possibilities inherent in testing to be an instrument of scientific knowledge, objectivity and increasing the effectiveness of language teaching will be realized only with a wide acquaintance of teachers with the psychological and linguistic principles of testing and mastering its techniques. Secondary school teachers show great interest in testing and are increasingly using testing in their daily educational work.
The main role of testing in teaching foreign languages is, according to V.M. Kaziev in feedback (in the broad sense) and in control (in the narrow sense). The more closely interconnected testing and the educational process, the more effective the educational process and the higher the quality of testing³.
This form of control is based on the use of tasks of a standard form, which is called "test", which in translation from English (test) means test, research, trial, check, experiment. With such polysemy, it is not surprising terminological inaccuracies, and sometimes relatively simple tests and control-training exercises, which are also called "tests", which is not entirely justified, since teacher's tests must be drawn up in accordance with certain rules and requirements.
The main difference between the test and the traditional control work is that it always involves measurement. Therefore, the mark given on the basis of the test results is more objectivity and independence from the possible subjectivity of the teacher than the mark for the performance of the traditional test, which is always subjective, since it is based on the teacher's impression, not always free from his personal likes or dislikes in relation to or another student.
There are different definitions of the concept of a test - from almost any kind of control task to a set of tasks of the "multiple choice" type. In foreign practice of language testing, differences in the interpretation of the concept of "test" are presented as differences between the concepts of "test" in general, as the basis of value judgment and "test", which presupposes a specially organized measurement of the knowledge (skills) of interest to us. According to S.K. Folomkina, the test refers to tasks that have a specific organization, which allows all students to work simultaneously in the same conditions and write down the answers in symbols⁴.
Test tasks always have an unambiguous solution, the determination of the correct answer is carried out according to the prepared key. The use of tests during control is advisable because they set the direction of the students' mental activity, teach them to vary the process of processing perceived information.
The concept of testing includes the technique of drawing up tasks of the control type. Such tasks have become widespread in connection with the use of various technical teaching aids using the principle of multiple choice. Often, test tasks are used as regular training exercises. Therefore, the problem arises of determining the boundaries of the application of tests and test (control) tasks.
A test item is the minimum component of a test unit that presupposes a certain verbal or non-verbal response of the test taker, in other words, it is a unit of control material that varies in terms of content and difficulty, formulated in the affirmative form of a sentence with an unknown. Substitution of the correct answer instead of the unknown component turns the task into a true statement, substitution of the wrong answer leads to the formation of a false statement.
The test items are not questions or tasks, and also not riddles, but statements that, depending on the answers of the subjects, can turn into true or false statements. Each test task creates a certain linguistic or extralinguistic situation for the person being tested, called a "test situation", more precisely, a situation of a test task. The test situation is represented by a task stimulus, which can be verbal or non-verbal, that is, visual. The test-taker's answer can also be verbal or non-verbal. The verbal response can be selective, selective, or freely constructive. Thus, you can test language skills and receptive communication skills. The listed and some other characteristics of the tests, of course, indicate the appropriateness of their use in the educational process.
So, testing is a set of methodological and organizational measures that ensure the development of pedagogical tests, the preparation and implementation of a standardized procedure for measuring the level of preparedness of the subjects, as well as the processing and analysis of the results.
The test takes a little time, which makes it possible to carry it out in almost any class. When performing the test, all students are put in equal conditions - they work at the same time with the same volume and complexity of material, which excludes the influence of such factor as luck (bad luck) on the assessment of their answers. The test makes it possible to include a large amount of material and control not only its assimilation, but also the presence of certain skills in using it.
The systematic use of tests forms students' discipline and striving for independence in mastering program material. This method of pedagogical diagnostics is widely used in pedagogical practice, both in Russia and abroad.

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