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»

Methods of test designing

Test development requires solving a number of methodological problems:

1. Determine the goals of testing (current control, thematic, checking the final level of training).
2. Highlight the objects of control - knowledge, skills and abilities that must be tested. For this, it is necessary to conduct a methodological analysis of the teaching materials of the current textbooks, the requirements of the standard or programs for the mandatory learning outcomes. The list and structure of control objects depend on the level of requirements for students: basic learning outcomes or skills of a higher level are checked.
The leading object of control in teaching FL is communication skills, i.e. speaking, listening, reading and writing. Only the level of mastering them and only them can testify to the training of students in foreign language. However, in teaching practice, tests are often used in which the main objects of learning control are actions and operations with language material. Language tests also have a right to exist, because they provide additional data to determine the level of learning, since linguistic competence is an integral part of communicative competence. At the same time, it should not be control of knowledge of words or the ability to form grammatical forms, but the ability to perform actions and operations with them, i.e. either use them when constructing short statements, or recognize them when perceiving small texts or groups of sentences⁵.
To highlight and concretize the objects of control of speaking, reading, listening and writing, it is necessary to carry out a psycholinguistic analysis of the tested types of speech activity, which will allow determining the communication skills to be tested.
3. Develop a test structure, i.e. arrange the selected objects of control and tasks for their verification in a certain sequence - from simpler to more complex, and determine the form of tasks. The choice of the form of tasks is dictated by the purpose and object of testing. Test tasks of a closed form (multiple choice, for establishing correspondences or a sequence of statements) can be used to control the assimilation of language material by students and to control the development of receptive communication skills. Productive communication skills can be tested using open-ended assignments (complementary assignments or with a freely constructed answer).
4. Select material for the test, analyze the typical mistakes of students for the selection of distractors, when it comes to language tests. The selection of texts to test the communicative skills of reading and listening is particularly difficult. Authenticity should be the main criteria for selecting texts for reading verification; genre variety of texts, which will ensure the meaningful validity of the test, i.e. will allow you to test your skills in introductory, viewing and study reading; accessibility and feasibility for the subjects, i.e. taking into account the content and linguistic difficulties of the text; compliance of the content of the text with the established test objects. When selecting texts for listening, it is also necessary to take into account the auditory difficulty of the text, which includes paralinguistic and non-linguistic difficulties (the rate of its presentation), informational richness of the text⁶.
5. The test usually consists of two parts: informational and operational. The informational part contains clearly and simply formulated instructions and examples of the correct execution of tasks. The operational part consists of a number of tasks or questions (items). The test task is the minimum component of the test unit, which assumes a certain verbal or non-verbal response of the test taker. Each test item contains a stem (lead) in the form of an affirmative sentence (complete or incomplete), a question or a short text. The basis is presented in such a way that it contains a specific particular problem requiring a solution (answer) search, and, as a rule, suggests the direction of the search.
When compiling a test, special attention should be paid to the formulation of tasks, as well as the selection of distractors, i.e. wrong answers in multiple choice tests. Distractors must be believable, equally attractive either in form or in content. Test items should also meet certain requirements: exact correspondence of the task to the test purpose to ensure the validity of the test; brevity and correctness of wording; exclusion of dependent tasks, in which the correct answer depends on the answer to the previous task (chain tasks). The practice of using tests for reading and listening shows that sometimes the answers in the test items are either logically equivalent, or involve several answers, of which it is difficult to single out the most correct one.
6. Conduct an experimental test of the test in order to collect statistical material for the analysis of test items and answers to them. As a result of the statistical analysis, it is concluded that it is advisable to include them in the final version of the test.
These are some of the methodological and technological challenges that test developers need to solve.
Types of test items for assessing the level of formation of lexical and grammatical skills of students
• Classification - a test task, the implementation of which involves the organization of words or concepts into groups according to some specific criterion⁷.