Regulatory references қР 27 шілде 2007 ж. «Білім туралы»
) Criterion-referenced and norm referenced testing
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Дуйсенбаева Дариға Орынқызы
| 3) Criterion-referenced and norm referenced testing
The next types of testing to be discussed are criterion-referenced and norm referenced testing. They are not focused directly on the language items, but on the scores the students can get. Again we should concern Longman Dictionary of LTAL (17) that states that criterion-referenced test measures the knowledge of the students according to set standards or criteria. This means that there will be certain criteria according to which the students will be assessed. There will be various criteria for different levels of the students’ language knowledge. Here the aim of testing is not to compare the results of the students. It is connected with the learners’ knowledge of the subject. As Hughes (1989:16) puts it the criterion-referenced tests check the actual language abilities of the students. They distinguish the weak and strong points of the students. The students either manage to pass the test or fail it. However, they never feel better or worse than their classmates, for the progress is focused and checked. At this point we can speak about the centralized exams at the end of the twelfth and ninth form. As far as the author of the paper is concerned, the results of the exams are confident, and the learners after passing the exams are conferred with various levels relevant to their language ability. Apart from that, once a year in Latvian schools the students are given tests designed by the officials of the Ministry of Education to check the level of the students and, what is most important, the work of the teacher. They call them diagnostic tests, though according to the material discussed above it is rather arguable. Nevertheless, we can accept the fact that criterion-referenced testing could be used in the form of diagnostic tests. Advancing further, we have come to norm-referenced test that measures the knowledge of the learner and compares it with the knowledge of another member of his/her group. The learner’s score is compared with the scores of the other students. According to Hughes (ibid.), this type of test does not show us what exactly the student knows. Therefore, we presume that the best test format for the following type of testing could be a placement test, for it concerns the students’ placement and division according to their knowledge of the foreign language. There the score is vital, as well. жүктеу/скачать 131,3 Kb. Достарыңызбен бөлісу:
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