Топик: Types of tests used in English Language Teaching Bachelor Paper

4.4 Objective and Subjective testing...………………………………………..26

4.5 Communicative language testing…………………………………………26

Chapter 5

5.1 Multiple choice tests………………………………………………………29

5.2 Short answer tests…………………………………………………………32

5.3 The Cloze tests and Gap-filling tests……………………………………..33

5.4 C-Test……………………………………………………………………..35

5.5 True/false items……………………………………………………………36

5.6 Dictation…………………………………………………………………...36

5.7 Listening Recall……………………………………………………………38

5.8 Testing Grammar through Error-recognition Items……………………….38

5.9 Controlled Writing…………………………………………………………39

5.10 Free Writing………………………………………………………………40

5.11 Test Formats Used in Testing Speaking Skills…………………………..41

Chapter 6

Analysis of the Test of English as a Foreign Language and Cambridge First

Certificate test according to test design criteria………………………………..43

Conclusions …………………………………………………………………...55

Theses . ………………………………………………………..........................57

Bibliography …………………………………………………….......................59

Appendix

Introduction

Among all words used in a classroom there is the only word that usually makes the students shudder: “test”. There is hardly a person who would claim that s/he favours tests and finds them very motivating. However, tests cannot be avoided completely, for they are inevitable elements of learning process. They are included into curriculum at schools and are to check the students’ level of knowledge and what they are able to do; they could be accomplished at the beginning of the study year and at the end of it; the students could be tested after working on new topics and acquiring new vocabulary. Moreover, the students are to face the tests in order to enter any foreign university or reveal the level of their English language skills for themselves. For that purpose they take specially designed tests that are Test of English as a Foreign Language, or TOEFL test (further in the text) and CFC (further in the text), or Cambridge First Certificate. Although, these tests can sometimes serve for different purposes and are unrelated, they are sometimes quite common in their design and structure. Therefore, the author of the paper is particularly interested in the present research, for she assumes it to be of a great significance not only for herself, but also for the individuals who are either involved in the field or just want to learn more about TOEFL and CFC tests, their structure, design and application. Therefore, the present research will display various aspects of the theory discussed, accompanied with the practical part vastly analyzed.

Thus, the goal of the present research is to investigate various types of test formats and ways of testing, focusing particularly on TOEFL and CFC tests, in order to see how the theory is used and could be applied in practice.

The hypothesis is as follows: Serving for almost similar purpose, however being sometimes different in their design and structure, the TOEFL and CFC tests are usually constructed according to the accepted universal pattern.

The enabling objectives are as follows:

· To review literature on the nature of tests in order to make theoretically well-motivated discussions on the choice of testing types;

· To analyse the selected types of tests, such as TOEFL and CFC tests;

· To draw relevant conclusions.

Methods of Research: