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- МОДЕЛЬ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ КУЛЬТУРЫ ПЕДАГОГА В СИСТЕМЕ ПОВЫШЕНИЯ КВАЛИФИКАЦИИ А а а Г. К.
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39-40 7 METHODOLOGICAL ASPECTS OF THE READING TEST TASKS Abramova G. South-Kazakh State Teachers Training Institute Kazakhstan Republic А а а Ма а а а а а а а а а а а а . А а а а , ǩ а а а а . Ма а а а а а , а а а а а а а а а а . A а В а а а а а а а а а . А а а а а а а. В а а а а а а а а . Abstract The article discusses the main aspects of using the different test tasks while teaching reading. The author presents some recommendations for developing the texts irrespective of the students’ consciousness abilities. The conclusion is made in the article about the necessity to make a balance between the test tasks level and the students’ progress. The term test task has got several defi nitions in the scientifi c methodological literature, they are: test method, technique, task, format, item, question, point. All these words are generally used as synonyms, but still there is no exact differentiation in their meaning. Very often the term’s defi nitions imply its different parameters, and this is the reason for some authors to differentiate the usage of the terms in their papers phosphoric acid [1]. For example, ‘Language Testing Terms Multilingual Glossary’ treats any ‘testing point’ as ‘testing task’ if it is evaluated by the grades. The following defi nition is given in [2], it reads as follows: ‘’test task – is a minimal test unit, which supposes the defi nite verbal or un verbal reaction of the tested student. Brown J.D. defi nes the test task in his own way: ‘’test task is a minimal ingredient part of the test unit which presents a meaning and clear information after the stage of the objective and subjective evaluation is fi nished’’ [2]. And further: “it bears the idea that the test meaning may be fully evaluated only after its pilot stage, evaluation, and statistical processing”. As a result we may state that the task which seemed suitable for the test in reality doesn’t differentiate between the poor and advanced students. • The tests should be clearly understood. Native language can be used in questions. Such questions as resume, short answer, can be answered in the native language; it will show the deep understanding of the text. The correct answer evaluation criteria should be determined beforehand. • The students under study should be acquainted with the task format, it should take into consideration the previous experience of the students, their background, and future activities, in what fi eld they will use their language knowledge. Achievement or progress test provides for the level of mastering of a defi nite language material by the students, checks the speech skills and habits formation for a defi nite period of time. It should fully refl ect the types of the text, exercises, and tasks that were performed in class. Placement test and entry test should include such texts and task types that the students will come across in the future instruction period. For example, the developers are to compile a test for the entering examination to the magistrates. So, they are to work with the academic texts, enhancing the skills and habits of working with the 8 information of this type. So, the texts for the test examination should be taken from the textbooks, incorporating similar themes, which will be used in the given institution; the types of the test tasks should correspond to the work types which will be fulfi lled in the course of instruction. They may be the tasks connected with the skills to resume, to analyzing, to annotate, to fi ll the tables, to interpret the schemes. As far as the general requirements to the tests are concerned they are as follows: • Only skills and habits referring to the measured construct are tested. For example, if the reading skill formation level is measured, the answer evaluation parameters on the short answer of the content of reading should not include the written speech skill evaluation; • Each test task measures only one skill; • Test task content supposes one answer, and if there are variants of the multiple choice they should have one correct answer; • The question should sound in such a way that the examinee can answer it only on condition that he understood the text read. The answer variant should be chosen in such a way that a student who doesn’t understand the text should treat any distractions as the most possible answer; that in the correct answer it is forbidden to include such tasks into the test that can be answered without reading the text. For example: What is the defi nition of effi ciency in engineering? [3], a)
It is the output to input ratio. b)
It is maximum input for a given output. c)
It is a given output and minimum output. d)
It is minimum output for a given input. It is clear that the c) and d) distracters mean one and the same, b) distracter is uncertain from logical point of view. Consequently, the a) variant remains, and as we can see it can be guessed without reading the text; • Questions shouldn’t include more diffi cult lexis than the text itself. It is undesirable that the students’ word stock level or his general abilities infl uenced the test results; • One should avoid asking questions which have more than one meaning. For example, one shouldn’t use such generalized words as everybody, all, always, never, sometimes, often and so on in the task and in the answer variants. The student under study may treat it as uncertain. Many testologists also have an opinion that it is undesirable to use such answer variants as one of the above, all of the above, A and B only in the distracters: Alyssa ordered a sandwich and had the following ingredients on it: a) mayonnaise, b) Swiss cheese, c) Tuna fi sh, d) Both A) and B); • Negation in the manual should be highlighted, for example: Which of the following is NOT true of George Washington? a)
He was born in 1732. b)
He became commander-in-chief of all colonial forces when he was 43. c)
He was one of the signers of the Declaration of Independence. d)
He served only two terms as president. The task should not bear ‘unintended helpers. For example, According to the passage she was praised by her contemporaries as an_____________ a)
director of the theatre b)
actress c)
playwright. As the article an supposes only one possible answer variant, it is considered to be an unintended helper. If the correct answer is distributed from all distracters visually as the longest or the shortest answer, it will attract the student’s under study attention, and he can choose it according to this characteristics. In this case we 9 may state that the developer has allowed for the unintended helper [4]. He began to chocker while he was eating fi sh. a) die
b) cough and vomit c) be unable to breathe because of something in his windpipe d) grow very angry. In this example the correct answer © is not only the longest in comparison with the others, but it also stylistically stands apart from the other answers. Oller J.W. suggests [4], that if there is an antonym in the distracters, the shrewd students can guess that the choice has decreased to two answers. In the opening paragraph the phrase ‘unequally balanced between this world and the next ‘refers to the fact that Oliver appears to be a) more alive than dead b) more dead than alive c) about to lose his balance d) in an unpleasant mental state One more example of the unintended helpers – this is the inclusion of the clearly untrue or humorous variants. For example, - let’s stop at this restaurant for a quick ____________. a) menu b) smile c) walk d) meal. A – C answers are considered to be ineffective distracters; their usage doesn’t only simplify the task but also lowers its validity and safety as an instrument of a defi nite skill formation measuring. One should also try to avoid the formal mistakes: - the correct answer is always placed in the C) and D) variants, or if the scheme of the correct answers placement is vivid, which was chosen by the test compiler; - a part of answers starts with the verbs, and apart – with the nouns; - the compiler forgets include the correct answer; - the compiler uses the word with the negative meaning in the task base, and gives the direct negation in the variants of the answer, for example: All of the following are correct procedures for putting out a fi re in a pan on the stove EXCEPT: A) Do not move the pan. B) Pour water into the pan. C) Slide a fi tted lid onto the pan. D) Turn off the burner controls . The word except in the task base enters the double negation with the variant DO not move the pan. Such kind of mistakes are very often when the words without, hardly, unlikely are used. Excessive information using in the task is also a formal mistake, it distracts the student’s under study attention of the question essence, prolongs the process of the information processing, lowers the task effi ciency. Brown (2:18) suggests the following examples: a)
The main advantage of this system is in the fact that it serves as a means of surviving nuclear attacks. b)
The main advantage of this system is in the fact that it doesn’t allow numerous users to share a communication line. c) The main advantage of this system is in the fact that it helped to create many-track data route. d) The main advantage of this system is in the fact that it supports the development of new projects (4). This task may be considerably shorter and more effective if we’ll withdraw the excessive information: The main advantage of this system is in the fact that it a) serves as a means of surviving nuclear attacks. b) doesn’t allow numerous users to share a communication line. c) helped to create many-track data route. 10 d)
supports the development of new projects According to the practical experience one shouldn’t place the task on one page and the answers variants on the other. This is also one of the most typical formal mistakes. It should be noted that the students under study very often get use of the mistakes made in the process of the test compiling. Special digests are published abroad, which assist in working with the tests. These digests have got the title ‘test wizens’ in the foreign test logy. The essence of these skills lies in the fact that the student under study uses the special characteristics of the control test form to get a higher grade, than he deserves. He may use of the unintended helpers made by the test developer, or he may choose the correct answer by consequent excluding of the least true variants as in the case with the searching of the correct answer to the question What is the defi nition of effi ciency in engineering? mentioned above. Given skills and strategies are the parts of the general test strategies. They are actions and operations used by the student under study to improve the test tasks results. Numerous investigations have proved that the skills of using the test strategies infl uence the test results; that is why it is diffi cult to assure that the test we are using measures only those skills and habits it has been developed to measure. Very often the students under study who possesses the test strategy skills is more successful than a more advanced students who is afraid to use the test strategies or doesn’t possess them. The interest to study the thinking, psychological and other processes used by the student under study have started increasing since the end of the 1970s, and by the beginning of the 90s the statement about the necessity of their study and accounting was fi xed in every textbook. References 1. Alderson J.C. Addressing Reading. – Cambridge: Cambridge University Press, 2000. 2. Brown J.D. Testing in Language Programs: a Comprehensive Guide to English Language Assessment. – NY: McGraw-Hill, 2005. 3. Urguhart S., Weir C. Reading in a Second Language: Process, Product and Practice. – London and New York: Longman, 1988. 4. Oller J.W. Langauge Tests at School: A Pragmatic Approach. – London: Longman, 1979.
11 Abstract This article considers methodological basics for formation of the model of teacher’s professional culture in the system of qualifi cation promo on. The article reveals ways of formation of professional culture by means of personally oriented approach. П а
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