Regulatory references қР 27 шілде 2007 ж. «Білім туралы»
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Дуйсенбаева Дариға Орынқызы
| Placement tests
Another type of test we are intended to discuss is a placement test. Concerning Longman Dictionary of LTAL again (279-280) we can see that a placement test is a test that places the students at an appropriate level in a programme or a course. This term does not refer to the system and construction of the test, but to its usage purpose. According to Hughes (1989:7), this type of test is also used to decide which group or class the learner could be joined to. This statement is entirely supported by another scholar, such as Alderson (1996:216), who declares that this type of test is meant for showing the teacher the students’ level of the language ability. It will assist to put the student exactly in that group that responds his/her true abilities. Heaton (ibid.) adheres that the following type of testing should be general and should purely focus on a vast range of topics of the language not on just specific one. Therefore, the placement test typically could be represented in the form of dictations, interviews, grammar tests, etc. Moreover, according to Heaton (ibid.), the placement test should deal exactly with the language skills relevant to those that will be taught during a particular course. If our course includes development of writing skills required for politics, it is not appropriate to study writing required for medical purposes. Thus, Heaton (ibid.) presumes that is fairly important to analyse and study the syllabus beforehand. For the placement test is completely attributed to the future course programme. Furthermore, Hughes (ibid.) stresses that each institution will have its own placement tests meeting its needs. The test suitable for one institution will not suit the needs of another. Likewise, the matter of scoring is particularly significant in the case of placement tests, for the scores gathered serve as a basis for putting the students into different groups appropriate to their level. At this point we can attempt to compare a placement test and diagnostic one. From the first sight these both types of tests could look similar. They both are given at the beginning of the study year and both are meant for distinguishing the students’ level of the current knowledge. However, if we consider the facts described in sub-chapter 2.1 we will see how they are different. A diagnostic test is meant for displaying a picture of the students’ general knowledge at the beginning of the study year for the teacher to plan further work and design an appropriate syllabus for his/her students. Whereas, a placement test is designed and given in order to use the information of the students’ knowledge for putting the students into groups according to their level of the language. Indeed, they are both used for teacher’s planning of the course their functions differ. A colleague of mine, who works at school, has informed me that they have used a placement test at the beginning of the year and it appeared to be relevant and efficient for her and her colleague’s future teaching. The students were divided according to their English language abilities: the students with better knowledge were put together, whereas the weaker students formed their own group. It does not mean discrimination between the students. The teachers have explained the students the reason for such actions, why it was necessary – they wanted to produce an appropriate teaching for each student taking his/her abilities into account. The teachers have altered their syllabus to meet the demands of the students. The result proved to be satisfying. The students with better knowledge progressed; no one halted them. The weaker students have gradually improved their knowledge, for they received due attention than it would be in a mixed group. жүктеу/скачать 131,3 Kb. Достарыңызбен бөлісу:
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