Regulatory references қР 27 шілде 2007 ж. «Білім туралы»
жүктеу/скачать 131,3 Kb.
|
Дуйсенбаева Дариға Орынқызы
| Progress test
Having discussed two types of tests that are usually used at the beginning, we can approach the test typically employed during the study year to check the students’ development. We will speak about a progress test. According to Alderson (1996:217), progress test will show the teacher whether the students have learnt the recently taught material successfully. Basically, the teacher intends to check certain items, not general topics covered during the school or study year. Commonly, it is not very long and is determined to check the recent material. Therefore, the teacher might expect his/her learners to get rather high scores. The following type is supposed to be used after the students have learnt either a set of units on a theme or have covered a definite topic of the language. It will display the teacher whether the material has been successfully acquired or the students need additional practice instead of starting a new material. A progress test will basically display the activities based on the material the teacher is determined to check. To evaluate it the teacher can work out a certain system of points that later will compose a mark. Typically, such tests do not influence the students’ final mark at the end of the year. The authorities of school demand the teachers to conduct progress tests, as well. However, the teachers themselves decide on the necessity of applying them. Nevertheless, we can claim that progress test is inevitable part of the learning process. We can even take a responsibility to declare that progress test facilitate the material acquisition in a way. The students preparing for the test look through the material again and there is a chance it can be transferred to their long-term memory. Further, we can come to Alderson (ibid.) who presumes that such type of testing could function as a motivating fact for the learners, for success will develop the students’ confidence in their own knowledge and motivate them study further more vigorously. In case, there will be two or three students whose scores are rather low, the teacher should encourage them by providing support in future and imply the idea that studying hard will allow them to catch up with the rest of the students sooner or later. The author of the paper basing on her experience agrees with the statement, for she had noticed that weaker students when they had managed to write their test successfully became proud of their achievement and started working better. However, if the majority of the class scores a rather low grade, the teacher should be cautious. This could be a signal that there is either something wrong with the teaching or the students are low motivated or lazy. жүктеу/скачать 131,3 Kb. Достарыңызбен бөлісу:
|