O‘zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi mirzo ulug‘bek nomidagi o‘zbekiston milliy universiteti huzuridagi pedagog kadrlarni qayta tayyorlash va ularning malakasini oshirish tarmoq (mintaqaviy) markazi

1) What is the purpose of the test?
2) What sort of learners will be taking the test?
3) What language skills should be tested (reading, writing, speaking and/or listening)?
4) What language elements should be tested (grammar, vocabulary, pronunciation, speech acts, etc.)?
5) What target language situation is envisaged for the test, and is this to be simulated in some way in the test content and method? (For instance, is this a test of academic French? Of English for international TAs? Of Japanese for hotel workers?)
6) What text types should be chosen as stimulus materials -- written and/or spoken?
7) What sort of tasks are required -- discrete point, integrative, simulated ‘authentic’, objectively assessable? (That is, what will the test-takers do?)

1. 
   What is the purpose of the test?
   

For the lesson that I chose for Homework Task 1 I would use speaking-based test. The purpose of the test is to check their fluency and ability to speak about the systems of human body in the target language (English)

2. 
   What sort of learners will be taking the test?
   

The knowledge level of the students is A2/B1. The learners have got experience in oral communication in target language (spoke with native speakers). The learners mostly focus on improving their speaking skill.
So, they work on the communicative skills.

3. 
   What language skills should be tested (reading, writing, speaking and/or listening)?
   

Students’ speaking skill would be tested. But, at the same time I will pay attention to their grammar knowledge also, in order to avoid misuse of structural elements in the target language (English).

4. 
   What language elements should be tested (grammar, vocabulary, pronunciation, speech acts, etc.)?
   

I would test speech acts: fluency, appropriate grammar.

5. 
   What target language situation is envisaged for the test, and is this to be simulated in some way in the test content and method?
   

The aim of the test is to check students’ communication skill. The situation is students feel themselves as doctors and express their ideas about it

6. 
   What text types should be chosen as stimulus materials -- written and/or spoken?
   

I would use spoken materials as that lesson mostly focus on improving speaking skill of the students. Besides, it is possible to use video material such as videos from You Tube. For example, a short video about human body .What sort of tasks are required- discrete points, integrative, simulated ‘authentic’, objectively assessable?
In the survey, test-takers will have to use the appropriate phrases about the human body systems. As, for authentic material the dialogues between doctor and patients, animated video clips about organs not only motivate them but also, give them information about phrases and constructions that are used in real life situations.

Homework Task Fourteen

You now have gone through five sections in the chapter and learnt the salient aspects in language assessment and testing. By this time, you should have developed ideas regarding what changes you can make in your teaching and assessment practices. Based on what you have learnt in this chapter and discussions at classes, write an action plan (minimum 1 page) describing the problematic areas which you are planning to address after you complete this in-service education course, provide details of:
• Why you think it is a significant issue
• How you are going to address it; and,
• What is the expected result?
After having passed this chapter of testing and assessment, I enriched my understanding with a great and useful information about evaluating, assessing, testing and learnt how to choose the tools to assess my learners' knowledge. I think I will do some changes in my assessment the students. I try to focus on validity, reliability, authenticity, practicality principles of assessment while testing the students. The discussion and issues of the chapters on assessment and testing in language teaching gave me positive opinions what should I change in my teaching and assessment practice. The assessment for learning gave me a chance what assessment task I can include in to my assessment profile of the course syllabus, make differences from old one and put into the content of the course depending on the result of the diagnostic assessment tools. Additionally, there are possible paths of engaging students in the process of assessment during my teaching, the paths that are self-evaluation and peer-assessment. The knowledge that I got from this chapter was a hand with the ideas to plan the lessons according to the results of the assessment tools too.
As for me it is a significant problem to revise the course syllabus especially, assessment profile. The revision process will give the teacher an opportunity to include new topics and focus on various text types, in the case of the writing course. The length of the letter is also taken into consideration, as it is an important one in planning the lessons and paying attention to the affective factors that may affect the learners working with the given letter. The assessment profiles play an important role in the course assessment. I will change the tasks in the continuous assessment, the tasks will help the students to increase their reading skills, doing analysis and exploring the language of the different types of the letters as complaint, business, official, employment and other letters. In the summative assessment learners will see their progress, as the tasks in the summative assessment will be similar to what they have done during the course or evaluated in the continuous assessment.
As I understood that authentic materials are another issue to give attention to. I will pay attention to selecting materials such as semi-authentic and authentic. Resources show us that we have plenty of accesses to the newly published materials in the country and around the country. Moreover, learners have IT skills nowadays, and they should also include tasks for independent study which is requirements of syllabus, especially for the all section. In writing and even in reading they may see the differences of letters and may compare with each other, paying attention to phrases, which are used in common.