Types of tests used in English Language Teaching Bachelor Paper free essay sample

University of Latvia Faculty of Modern Languages English Department Types of Trials Used in English Language. Bachelor Paper An # 382 ; elika Ozerova Capital of latvia 2004 Declaration of academic Integrity I hereby declare that this survey is my ain and does non incorporate any unacknowledged stuff from any beginning. Signed: 12 May, 2004 Abstract. The present paper efforts to look into assorted types of trials and their application in the linguistic communication schoolroom. The theoretical portion trades with the basic informations about testing, the comparing of such issues as appraisal and rating, grounds for proving, types of trials, such as diagnostic, advancement, accomplishment, arrangement and proficiency trials ; trial formats and ways of proving. It relates theory to pattern by analysing two proficiency trials: TOEFL and CFC trials. They are carefully discussed and compared to happen any similarities or differences in their construction and design. The decisions drawn are based on the theory and analyses of the trials. The information obtained indicate that the both trials though being sometimes different in their intent, design and construction, are constructed harmonizing to the universally recognized form. Table of Contentss Introduction # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 1 Chapter 1 What is trial? # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 3 Chapter 2 2.1 Inaccurate trials # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; .7 2.2 Validity # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; .. # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..8 2.3 Reliability # 8230 ; # 8230 ; # 8230 ; # 8230 ; .. # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 11 Chapter 3 3.1 Diagnostic trials # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; . # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; .13 3.2 Placement trials # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; .15 3.3 Progress trials # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 17 3.4 Achievement trials # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; .. # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; .18 3.5 Proficiency trials # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..20 Chapter 4 4.1 Direct and Indirect proving # 8230 ; .. # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; twenty-two 4.2 Discrete point and integrative testing # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..24 4.3 Criterion-refernced and Norm-referenced testing # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 25 4.4 Objective and Subjective testing # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..26 4.5 Communicative linguistic communication proving # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 26 Chapter 5 5.1 Multiple pick trials # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 29 5.2 Short reply trials # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 32 5.3 The Cloze trials and Gap-filling trials # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..33 5.4 C-Test # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..35 5.5 True/false points # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 36 5.6 Dictation # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 36 5.7 Listening Recall # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 38 5.8 Testing Grammar through Error-recognition Items # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; .38 5.9 Controlled Writing # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 39 5.10 Free Writing # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 40 5.11 Test Formats Used in Testing Speaking Skills # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..41 Chapter 6 Analysis of the Test of English as a Foreign Language and Cambridge First Certificate trial harmonizing to prove design standards # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..43 Decisions # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; 55 Thesiss. # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..57 Bibliography # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; # 8230 ; ..59 Appendix Introduction Among all words used in a schoolroom there is the lone word that normally makes the pupils frisson: # 8220 ; trial # 8221 ; . There is barely a individual who would claim that s/he favor trials and finds them really actuating. However, trials can non be avoided wholly, for they are inevitable elements of larning procedure. They are included into course of study at schools and are to look into the pupils # 8217 ; degree of cognition and what they are able to make ; they could be accomplished at the beginning of the survey twelvemonth and at the terminal of it ; the pupils could be tested after working on new subjects and geting new vocabulary. Furthermore, the pupils are to confront the trials in order to come in any foreign university or uncover the degree of their English linguistic communication accomplishments for themselves. For that intent they take specially designed trials that are Test of English as a Foreign Language, or TOEFL trial ( further in the text ) and CFC ( furth er in the text ) , or Cambridge First Certificate. Although, these trials can sometimes function for different intents and are unrelated, they are sometimes rather common in their design and construction. Therefore, the writer of the paper is peculiarly interested in the present research, for she assumes it to be of a great significance non merely for herself, but besides for the persons who are either involved in the field or merely desire to larn more about TOEFL and CFC trials, their construction, design and application. Therefore, the present research will expose assorted facets of the theory discussed, accompanied with the practical portion immensely analyzed. Therefore,the endof the present research is to look into assorted types of trial formats and ways of proving, concentrating peculiarly on TOEFL and CFC trials, in order to see how the theory is used and could be applied in pattern. The hypothesisis as follows: Serving for about similar intent, nevertheless being sometimes different in their design and construction, the TOEFL and CFC trials are normally constructed harmonizing to the accepted cosmopolitan form. The enabling aims are as follows: # 183 ; To reexamine literature on the nature of trials in order to do theoretically well-motivated treatments on the pick of proving types ; # 183 ; To analyze the selected types of trials, such as TOEFL and CFC trials ; # 183 ; To pull relevant decisions. Methods of Research: Theoretical: 1 ) Analytical and selective survey of the theory available ; 2 ) Juxtaposition of the thoughts selected from theory and tested against practical groundss ; 3 ) Pulling decisions. Practical: # 183 ; Selecting and accommodating appropriate trials types, such as TOEFL and CFC, to represent the theory. The paper consists of six chapters each including sub-chapters. Chapter 1 discusses the general information about trials. Chapter 2 describes dependability and cogency. Chapter 3 focal points on assorted types of trials. Chapter 4 trades with ways of proving. Chapter 5 speaks on four linguistic communication accomplishments. Chapter 6 offers the practical portion of the paper. Chapter 1 What is trial? Hicks ( 2000:155 ) considers that the function of trials is really utile and of import, particularly in linguistic communication acquisition. It is a agency to demo both the pupils and the instructor how much the scholars have learnt during a class. The writer of the paper agrees with the statement, for she believes that in order to see whether the pupils have acquired the stuff and are doing changeless advancement, the instructor will necessarily hold to prove his/her scholars. It does non intend that a usual trial format with a set of activities will be used all the clip. To look into the pupils # 8217 ; knowledge the instructor can use a great scope of appraisal techniques, including even the self-evaluation technique that is so darling and favoured by the pupils. Furthermore, harmonizing to Heaton ( 1990:6 ) , trials could be used to expose the strength and failings of the instruction procedure and assist the instructor better it. They can show what should be paid more attending to, should be worked on and practised. Furthermore, the trials consequences will expose the pupils their weak points, and if carefully guided by the instructor, the pupils will be even able to take any remedial actions. Thompson ( Forum, 2001 ) believes that pupils learn more when they have trials. Here we can both agree and disagree. Surely, fixing for a trial, the pupil has to analyze the stuff that is supposed to be tested, but frequently it does non intend that such type of larning will obligatory lead to acquisition and full apprehension of it. On the antonym, it could frequently take to the pure cramming. That, accordingly, will ensue in a nerve-racking state of affairs the pupil will happen her/himself before or during the trial, and the concluding result will be a complete omission of the studied stuff. We can establish that old statement on our ain experience: when working at school, the writer of the present research had encountered such illustrations for many times. However, really frequently the trials can ease the pupils # 8217 ; acquisition procedure, i.e. : the pupils are to be checked the cognition of the irregular verbs signifiers. Bing invariably tested by agencies of a little trial, they can larn them successfully and reassign them to their long-run memory, every bit good. Although, harmonizing to Thompson trials lessening pattern and direction clip. What he means is that the pupils are as if limited ; they are exposed to pattern of a new stuff, nevertheless, really frequently the clip implied for it is purely recommended and observed by a course of study. That denotes that there will be certain demands when to utilize a trial. Therefore, the pupils find themselves in definite frames that the instructor will use. However, there could be advantages that trials can offer: they increase larning, for the pupils are supposed to analyze harder during the readying clip before a trial. Thompson ( ibid. ) quotes Eggan, who emphasises the thought that the scholars study hard for the categories they are tested exhaustively. Further, he cites Hilles, who considers that the pupils want and expect to be tested. However, this statement has been instead generalized. Talking about the pupils at school, we can declare that there is barely a pupil who will truly enjoy trials and their process. Normally, what we will see merely sore faces when a trial is being mentioned. Harmonizing to Thompson, the above-named thought could be applied to the pupils who want to go through their concluding tests or to acquire a certification in Test of English as a Foreign Language ( TOEFL ) or First Certificate ( FCE ) . Largely this concerns grownups or the pupils who have their ain particular demands, such as traveling abroad to analyze or work. This once more supports the thought that motive factor plays a important function in the acquisition procedure. Furthermore, excessively much of proving could be black. It can wholly alter the pupils # 8217 ; attitude towards larning the linguistic communication, particularly if the consequences are normally dissatisfying and diminish their motive towards acquisition and the topic in general. Furthermore, as Alderson ( 1996:212 ) assumes, we should non bury that the trials when administered receive less support from the instructor as it is normally during the exercisings in a usual linguistic communication schoolroom. The pupils have to get by themselves ; they can non trust on the aid of the instructor if they are in uncertainty. During a usual process when making assorted activities the pupils know they can meet the instructor # 8217 ; s assist if they require it. They know the instructor is ever nigh and ready to help, hence, no 1 is afraid to do a error and seek to take a opportunity to make the exercisings. However, when composing a trial and being left entirely to cover with the trial activities, the pupils panic and bury everything they knew before. The writer of the paper believes that first what the instructor should make is to learn the pupils to get the better of their fright of trials and secondly, assist them get the ability to work independently believing i n their ain cognition. That ability harmonizing to Alderson is the chief point, # 8220 ; the nucleus significance # 8221 ; of the trial. The pupils should be given assurance. Here we can mention to Heaton ( 1990:7 ) who conceives, supported by Hicks, that pupils # 8217 ; encouragement is a critical component in linguistic communication acquisition. Another inquiry that may emerge here is how to make the end described supra, how to promote the pupils. Therefore, at this point we can talk about positive consequences. In fact, our success motivates us to analyze farther, encourages us to continue even if it is instead hard and we are about to lose assurance in ourselves. Therefore, we can talk about the trials as a tool to increase motive. However, holding failed for considerable figure of times, the pupil would decidedly oppose the old statement. Hence, we can talk about appraisal and rating as agencies for increasing the pupils # 8217 ; motive. Refering Hicks ( 2000:162 ) , we frequently perceive these two footings # 8211 ; measuring and assessment # 8211 ; as two similar impressions, though they are wholly different. She states that when we assess our pupils we normally are interested in # 8220 ; how and how much our pupils have learnt # 8221 ;, but when we evaluate them we are concerned with # 8220 ; how the acquisition procedure is developing # 8221 ;. These both facets are of great importance for the instructor and the pupils and should be correlated in order to do rating and appraisal # 8220 ; travel manus in manus # 8221 ;. However, really often, the instructors assess the pupils without taking the facet of rating into history. Harmonizing to Hicks, this appraisal is typically applied when covering with scrutinies that take topographic point either at the terminal of the class or school twelvemonth. Such appraisal is known as achievement trial. With the aid of these trials the instructor receives a clear image of what his/her pupils have learnt and which degree they are comparing with the remainder of the category. The writer of the paper agrees that accomplishment trials are really indispensable for comparing how the pupils # 8217 ; cognition has changed during the class. This could be of a great involvement non merely for the instructor, but besides for the governments of the educational constitution the instructor is employed by. Thus, rating of the acquisition procedure is non of the major importance here. We can talk about rating when we deal with # 8220 ; little # 8221 ; tests the instructors use during the class or analyzing twelvemonth. It is a well-known fact that these trials are employed in order to look into how the acquisition procedure is traveling on, where the pupils are, what difficulties they encounter and what they are good at. These trials are besides called # 8220 ; diagnostic # 8221 ; trials ; they could be of a great aid for the instructor: judgment from the c onsequences of the trial, analyzing them the instructor will be able to better or change the class and even introduce assorted inventions. These trials will specify whether the instructor can continue with the new stuff or has to halt and return to what has non been learnt sufficiently in order to implement extra pattern. With regard to Hicks, we can expose some of her utile and practical thoughts she proposes for the instructors to utilize in the schoolroom. In order to integrate rating together with appraisal she suggests affecting the pupils straight into the procedure of proving. Before proving vocabulary the instructor can inquire the pupils to think what sort of activities could be applied in the trial. The writer of the paper believes that it will give them an chance to visage how they are traveling to be tested, to be cognizant of and delay for, and the most of import, it will cut down fear the pupils might confront. Furthermore, at the terminal of each trial the pupils could be asked their contemplations: if there was a multiple pick, what helped them think right, what they used for that # 8211 ; their scheme or merely pure guesswork ; if there was a cloze trial did they use thinking from the context or some other accomplishments, etc. Furthermore, Hicks emphasises that such analysis will e xpose the pupils the manner they are tested and set up an appropriate trial for each pupil. Likewise, rating will profit the instructor every bit good. S/he non merely will be able to detect the pupils # 8217 ; penchants, but besides find out why the pupils have failed a peculiar type of activity or even the whole trial. The rating will find what is truly incorrect with the construction or design of the trial itself. Finally, the pupils should be taught to measure the consequences of the trial. They should be asked to descry the topographic points they have failed and together with the instructor effort to happen out what has peculiarly caused the troubles. This will take to consolidation of the stuff and may be even to comprehension of it. And once more the instructor # 8217 ; s function is really indispensable, for the pupils entirely are non able to get by with their errors. Therefore, rating is inevitable component of appraisal if the instructor # 8217 ; s purpose is to plan a trial that will non do the pupils fail, but on the contrary, expect the trial # 8217 ; s consequences. To reason we can add touching to Alderson ( 1996:212 ) that the usual schoolroom trial should non be excessively complicated and should non know apart between the degrees of the pupils. The trial should prove what was taught. The writer of the paper has the same sentiment, for the pupils are really different and the degree of their cognition is different either. It is inappropriate to plan a trial of advanced degree if among your scholars there are those whose degree barely exceeds lower intermediate. Above all, the trials should take the scholars # 8217 ; ability to work and believe into history, for each pupil has his/her ain gait, and some pupils may neglect merely because they have non managed to carry through the needed undertakings in clip. Furthermore, Alderson assumes ( ibid. ) that the instructions of the trial should be unambiguous. The pupils should clearly see what they are supposed and asked to make and non to be frustrated during the trial. Otherwise, they will pass more clip on inquiring the instructor to explicate what they are supposed to make, but non on the completing of the undertakings themselves. Finally, harmonizing to Heaton ( 1990:10 ) and Alderson ( 1996:214 ) , the instructor should non give the undertakings studied in the schoolroom for the trial. They explain it by the fact, that when proving we need to larn about the pupils # 8217 ; advancement, but non to look into what they remember. The writer of the paper concurs the thought and assumes that the one of the purposes of the trial is to look into whether the pupils are able to use their cognition in assorted contexts. If this happens, that means they have acquired the new stuff. Chapter 2 Chapter 2 Dependability and cogency 2.1Inaccurate trials Hughes ( 1989:2 ) conceives that one of the grounds why the trials are non favoured is that they measure non precisely what they have to mensurate. The writer of the paper supports the thought that it is impossible to measure person # 8217 ; s true abilities by trials. An single might be a bright pupil possessing a good cognition of English, but, unluckily, due to his/her jitteriness may neglect the trial, or frailty versa, the pupil might hold crammed the tested stuff without a full comprehension of it. As a consequence, during the trial s/he is merely capable of bring forthing what has been learnt by enormous attempts, but non amplification of the exact existent cognition of the pupil ( that, unluckily, does non be at all ) . Furthermore, there could be even more black instance when the pupil has cheated and used his/her neighbour # 8217 ; s work. Apart from the above-named there could be other factors that could act upon an unequal completion of the trial ( insomniac dark, assor ted personal and wellness jobs, etc. ) However, really frequently the trial itself can arouse the failure of the pupils to finish it. With the regard to the linguists, such as Hughes ( 1989 ) and Alderson ( 1996 ) , we are able to province that there are two chief causes of the trial being inaccurate: # 183 ; Test content and techniques ; # 183 ; Lack of dependability. The first one means that the trial # 8217 ; s design should response to what is being tested. First, the trial must content the exact stuff that is to be tested. Second, the activities, or techniques, used in the trial should be equal and relevant to what is being tested. This denotes they should non thwart the scholars, but, on the contrary, facilitate and assist the pupils write the trial successfully. The following one denotes that one and the same trial given at a different clip must hit the same points. The consequences should non be different because of the displacement in clip. For illustration, the trial can non be called dependable if the mark gathered during the first clip the trial was completed by the pupils differs from that administered for the 2nd clip, though cognition of the scholars has non changed at all. Furthermore, dependability can neglect due to the improper design of a trial ( ill-defined instructions and inquiries, etc. ) and due to the ways it is scored. The instructor may measure assorted pupils otherwise taking different facets into consideration ( degree of the pupils, engagement, attempt, and even personal penchants. ) If there are two markers, so decidedly there will be two different ratings, for each marker will possess his/her ain standards of taging and measuring one and the same work. For illustration, allow us advert proving talking accomplishment s. Here one of the shapers will likely handle grammar as the most important point to be evaluated, whereas the other will underscore the eloquence more. Sometimes this could take to the statements between the shapers ; however, we should neer bury that still the chief figure we have to cover with is the pupil. 2.2. Cogency Now we can come to one of the of import facets of proving # 8211 ; cogency. Refering Hughes, every trial should be dependable every bit good as valid. Both impressions are really important elements of proving. However, harmonizing to Moss ( 1994 ) there can be cogency without dependability, or sometimes the boundary line between these two impressions can merely film over. Although, apart from those elements, a good trial should be efficient as good. Harmonizing to Bynom ( Forum, 2001 ) , validity trades with what is tested and grade to which a trial measures what is supposed to mensurate ( Longman Dictionary, LTAL ) . For illustration, if we test the pupils composing accomplishments giving them a composing trial on Ways of Cooking, we can non denote such trial as valid, for it can be argued that it tests non our abilities to compose, but the cognition of cookery as a accomplishment. Decidedly, it is really hard to plan a proper trial with a good cogency, hence, the writer of the paper believes that it is really indispensable for the instructor to cognize and understand what cogency truly is. Sing Weir ( 1990:22 ) , there are five types of cogency: # 183 ; Construct cogency ; # 183 ; Content cogency # 183 ; Face cogency # 183 ; Wash back cogency ; # 183 ; Criterion-related cogency. Weir ( ibid. ) states that concept cogency is a theoretical construct that involves other types of cogency. Further, citing Cronbach ( 1971 ) , Weird writes that to build or be after a trial you should research into examinee # 8217 ; s behaviour and mental administration. It is the land on which the trial is based ; it is the get downing point for a constructing of trial undertakings. In add-on, Weird displays the Kelly # 8217 ; s thought ( 1978 ) that trial design requires some theory, even if it is indirect exposure to it. Furthermore, being able to specify the theoretical concept at the beginning of the trial design, we will be able to utilize it when covering with the consequences of the trial. The writer of the paper assumes that suitably constructed at the beginning, the trial will non arouse any troubles in its disposal and hiting subsequently. Another type of cogency is content cogency. Weir ( ibid. ) implies the thought that content cogency and concept one are closely bound and sometimes even overlap with each other. Talking about content cogency, we should underscore that it is inevitable component of a good trial. What is meant is that normally continuance of the categories or trial clip is instead limited, and if we teach a instead wide subject such as # 8220 ; computing machines # 8221 ; , we can non plan a trial that would cover all the facets of the undermentioned subject. Therefore, to look into the pupils # 8217 ; cognition we have to take what was taught: whether it was a specific vocabulary or assorted texts connected with the subject, for it is impossible to prove the whole stuff. The instructor should non pick up slippery pieces that either were merely mentioned one time or were non discussed in the schoolroom at all, though belonging to the subject. S/he should non bury that the trial is non a penalty or a n chance for the instructor to demo the pupils that they are less cagey. Hence, we can province that content cogency is closely connected with a definite point that was taught and is supposed to be tested. Face cogency, harmonizing to Weir ( ibid. ) , is non theory or samples design. It is how the testees and disposal staff see the trial: whether it is concept and content valid or non. This will decidedly include arguments and treatments about a trial ; it will affect the instructors # 8217 ; cooperation and exchange of their thoughts and experience. Another type of cogency to be discussed is wash back cogency or slipstream. Harmonizing to Hughes ( 1989:1 ) slipstream is the consequence of proving on instruction and acquisition procedure. It could be both negative and positive. Hughes believes that if the trial is considered to be a important component, so readying to it will busy the most of the clip and other instruction and acquisition activities will be ignored. As the writer of the paper is concerned this is already a accustomed state of affairs in the schools of our state, for our instructors are faced with the centralized tests and everything they have to make is to fix their pupils to them. Therefore, the instructor starts concentrating strictly on the stuff that could be encountered in the test documents touching to the illustrations taken from the past test. Therefore, legion interesting activities are left behind ; the instructors are concerned merely with the consequence and bury about different techniques that could be introduced and later used by their pupils to do the procedure of covering with the test undertakings easier, such as thinking signifier the context, using schemes, etc. The job arises here when the aims of the class done during the survey twelvemonth differ from the aims of the trial. As a consequence we will hold a negative slipstream, e.g. the pupils were taught to compose a reappraisal of a movie, but during the trial they are asked to compose a missive of ailment. However, unluckily, the instructor has non planned and taught that. Frequently a negative slipstream may be caused by inappropriate trial design. Hughes farther in his book speaks about multiple-choice activities that are designed to look into composing accomplishments of the pupils. The writer of the paper is really baffled by that, for it is impossible how composing an essay could be tested with the aid of multiple picks. Testing essay the instructor foremost of all is interested in the pupils # 8217 ; ability to use their thoughts in authorship, how it has been done, what linguistic communication has been used, whether the thoughts are supported and discussed, etc. At this point multiple-choice technique is extremely inappropriate. Notwithstanding, harmonizing to Hughes apart form negative side of the slipstream there is the positive slipstream every bit good. It could be the creative activity of an wholly new class designed particularly for the pupils to do them go through their concluding test. The trial given in a signifier of concluding test imposes the instructor to re-organise the class, choose appropriate books and activities to accomplish the set end: base on balls the test. Further, he emphasises the importance of partnership between learning and proving. Teaching should run into the demands of proving. It could be understand in the undermentioned manner that learning should match the demands of the trial. However, it is a instead complicated work, for harmonizing to the cognition of the writer of the paper the instructors in our schools are non supplied with specially designed stuffs that could help them in their readying the pupils to the test. The instructors are merely given obscure instructions an d are free to move on their ain. The last type that could be discussed is criterion-related cogency. Weir ( 1990:22. ) assumes that it is connected with trial tonss link between two different public presentations of the same trial: either older established trial or future standard public presentation. The writer of the paper considers that this type of cogency is closely connected with standard and rating the instructor uses to measure the trial. It could intend that the instructor has to work out definite rating system and, furthermore, should explicate what she finds of import and deserving evaluating and why. Normally the instructors design their ain system ; frequently these are points that the pupils can obtain carry throughing a certain undertaking. Subsequently the points are gathered and counted for the grade to be put. Furthermore, the instructor can hold a particular tabular array with points and relevant Markss. Harmonizing to our cognition, the linguistic communication instructors decide on the standards together during a particular meeting devoted to that subject, and subsequently they keep to it for the whole survey twelvemonth. Furthermore, the instructors are supposed to do his/her pupils acquainted with their rating system for the pupils to be cognizant what they are expected to make. 2.3Dependability Harmonizing to Bynom ( Forum, 2001 ) dependability shows that the trial # 8217 ; s consequences will be similar and will non alter if one and the same trial will be given on assorted yearss. The writer of the paper is of the same head with Bynom and presumes the dependability to be the one of the cardinal elements of a good trial in general. For, as it has been already discussed earlier, the kernel of dependability is that when the pupils # 8217 ; tonss for one and the same trial, though given at different periods of clip and with a instead drawn-out interval, will be about the same. It will non merely expose the thought that the trial is good organized, but will denote that the pupils have acquired the new stuff well. A dependable trial, harmonizing to Bynom, will incorporate well-formulated undertakings and non indefinite inquiries ; the pupil will cognize what precisely should be done. The trial will ever show ready illustrations at the beginning of each undertaking to clear up what should be done. The pupils will non be frustrated and will cognize precisely what they are asked to execute. However, judging signifier the personal experience, the writer of the paper has to acknowledge, that even such intimations may confound the pupils ; they may neglect to understand the demands and, accordingly, fail to finish the undertaking right. This could be explained by the fact that the pupils are really frequently inattentive, lack forbearance and seek to carry through the trial rapidly without trouble oneselfing to duplicate look into it. Further, sing to Heaton ( 1990:13 ) , who states that the trial could be undependable if the two different markers mark it, we can add that this factor should be accepted, every bit good. For illustration, one representative of taging squad could be instead indulgent and have different demands and demands, but the other 1 could look to be excessively rigorous and would pay attending to any item. Therefore, we can come to another of import factor act uponing the dependability that is marker # 8217 ; s comparing of testees # 8217 ; replies. Furthermore, we have to acknowledge a instead sad fact but non the exceeding 1 that the shaper # 8217 ; s personal attitude towards the examinee could impact his/her rating. No 1 has to except assorted place or wellness jobs the marker can meet at that minute, every bit good. To sum up, we can state that for a good trial possessing cogency and dependability is non plenty. The trial should be practical, or in other words, efficient. It should be easy understood by the testee, easiness scored and administered, and, surely, instead inexpensive. It should non last for infinity, for both tester and testee could go tired during five hours non-stop proving procedure. Furthermore, proving the pupils the instructors should be cognizant of the fact that together with look intoing their cognition the trial can act upon the pupils negatively. Therefore, the instructors ought to plan such a trial that it could promote the pupils, but non to do them reassure in their ain abilities. The trial should be a friend, non an enemy. Therefore, the issue of cogency and dependability is really indispensable in making a good trial. The trial should mensurate what it is supposed to mensurate, but non the cognition beyond the pupils # 8217 ; abilities. Furthermore, the trial will be a true index whether the acquisition procedure and the instructor # 8217 ; s work is effectual. Chapter 3 Types of trials Different bookmans ( Alderson, 1996 ; Heaton, 1990 ; Underhill, 1991 ) in their researches inquire the similar inquiry # 8211 ; why trial, do the instructors truly necessitate them and for what intent. Further, they all agree that trial is non the instructor # 8217 ; s desire to catch the pupils unprepared with what they are non acquainted ; it is besides non the motivation factor for the pupils to analyze. In fact, the trial is a petition for information and possibility to larn what the instructors did non cognize about their pupils before. We can add here that the trial is of import for the pupils, excessively, though they are incognizant of that. The trial is supposed to expose non merely the pupils # 8217 ; weak points, but besides their strong sides. It could move as an index of advancement the pupil is bit by bit doing larning the linguistic communication. Furthermore, we can mention the thought of Hughes ( 1989:5 ) who emphasises that we can look into the advancement, gener al or specific cognition of the pupils, etc. This claim will straight take us to the statement that for each of these intents there is a particular type of proving. Harmonizing to some bookmans ( Thompson, 2001 ; Hughes, 1989 ; Alderson, 1996 ; Heaton, 1990 ; Underhill, 1991 ) , there are four traditional classs or types of trials: proficiency trials, accomplishment trials, diagnostic trials, and arrangement trials. The writer of the paper, one time being a instructor, can claim that she is acquainted with three of them and has often used them in her instruction pattern. In the undermentioned sub-chapters we are determined to discourse different types of trials and if possible to use our ain experience in utilizing them. 3.1. Diagnostic trials It is wise to get down our treatment with that type of proving, for it is typically the first measure each instructor, even non-language instructor, takes at the beginning of a new school twelvemonth. In the constitution the writer of the paper was working it was one of the chief regulations to get down a new survey twelvemonth giving the pupils a diagnostic trial. Every twelvemonth the disposal of the school had stemmed a particular program where every instructor was supposed to compose when and how they were traveling to prove their pupils. Furthermore, the instructors were supposed to analyze the diagnostic trials, complete particular paperss and supply diagrams with the consequences of each category or group if a category was divided. Then, at the terminal of the survey twelvemonth the instructors were demanded to compare the consequences of them with the concluding, achievement trial ( see in Appendix 1 ) . The writer of the paper has used this type of trial for several times, b ut had neer gone deep into inside informations how it is constructed, why and what for. Therefore, the facts listed below were of great value for her. Mentioning to Longman Dictionary of LTAL ( 106 ) diagnostic trials is a trial that is meant to expose what the pupil knows and what s/he does non cognize. The dictionary gives an illustration of proving the scholars # 8217 ; pronunciation of English sounds. Furthermore, the trial can look into the pupils # 8217 ; cognition before get downing a peculiar class. Hughes ( 1989:6 ) adds that diagnostic trials are supposed to descry the pupils # 8217 ; weak and strong points. Heaton ( 1990:13 ) comparisons such type of trial with a diagnosing of a patient, and the instructor with a physician who states the diagnosing. Underhill ( 1991:14. ) adds that a diagnostic trial provides the pupil with a assortment of linguistic communication elements, which will assist the instructor to find what the pupil knows or does non cognize. We believe that the instructor will deliberately include the stuff that either is presumed to be taught by a course of study or could be a starting point for a class without the cognition of which the farther work is non possible. Therefore, we to the full agree with the Heaton # 8217 ; s comparing where he contrasts the trial with a patient # 8217 ; s diagnosing. The diagnostic trial displays the instructor a state of affairs of the pupils # 8217 ; current cognition. This is really indispensable particularly when the pupils return from their summer vacations ( that produces a instead significant spread in their cognition ) or if the pupils start a new class and the instructor is wholly unfamiliar with the degree of the group. Hence, the instructor has to see carefully about the points s/he is interested in to learn. This consideration reflects Heaton # 8217 ; s proposal ( ibid. ) , which stipulates that the instructors should be systematic to plan the undertakings that are supposed to exemplify the pupils # 8217 ; abilities, and they should cognize what precisely they are proving. Furthermore, Underhill ( ibid. ) points out that apart fro m the above-named the most indispensable component of the diagnostic trial is that the pupils should non experience down when the trial is completed. Therefore, really frequently the instructors do non set any Markss for the diagnostic trial and sometimes even do non demo the trial to the scholars if the pupils do non inquire the instructor to return it. Nevertheless, sing our ain experience, the scholars, particularly the immature 1s, are eager to cognize their consequences and even demand Markss for their work. Notwithstanding, it is up to the instructor whether to inform his/her pupils with the consequences or non ; nevertheless, the trial represents a valuable information largely for the instructor and his/her programs for planing a course of study. Returning to Hughes ( ibid. ) we can underscore his belief that this type of trial is really utile for single cheque. It means that this trial could be applicable for look intoing a definite point ; it is non necessary that it will cover broader subjects of the linguistic communication. However, farther Hughes assumes that this trial is instead hard to plan and the size of the trial can be even impractical. It means that if the instructor wants to look into the pupils # 8217 ; cognition of Present simple, s/he will necessitate a great trade of illustrations for the pupils to take from. It will demand a boring work from the instructor to compose such type of the trial, and may even confound the scholars. At that point we can touch to our experience in giving a diagnostic trial in Form 5. It was the category the instructor had worked before and knew the pupils and their degree instead good. However, new scholars had joined the category, and the instructor had non a slightest thought about their abilities. It was obvious that the pupils worried about how they would carry through the trial and what Markss would they have. The instructor had ensured them that the trial would non be evaluated by Markss. It was necessary for the instructor to be after her future work. That was done to let go of the tenseness in the category and do the pupils get rid of the emphasis that might be important for the consequences. The pupils instantly felt free and put to work. Subsequently when analyzing and sum uping the consequences the instructor realized that the pupils # 8217 ; cognition was strictly good. Surely, there were the topographic point the pupils required more pattern ; hence during the follo wing category the pupils were offered remedial activities on the points they had encountered any troubles. Furthermore, that was the instance when the pupils were peculiarly interested in their Markss. To reason, we can gestate that construing the consequences of diagnostic trials the instructors apart from foretelling why the pupil has done the exercisings the manner s/he has, but non the other, will have a important information about his/her group s/he is traveling to work with and later use the information as a footing for the forming course of study. 3.2 Placement trials Another type of trial we are intended to discourse is a placement trial. Refering Longman Dictionary of LTAL once more ( 279-280 ) we can see that a placement trial is a trial that places the pupils at an appropriate degree in a programme or a class. This term does non mention to the system and building of the trial, but to its usage intent. Harmonizing to Hughes ( 1989:7 ) , this type of trial is besides used to make up ones mind which group or category the scholar could be joined to. This statement is wholly supported by another bookman, such as Alderson ( 1996:216 ) , who declares that this type of trial is meant for demoing the instructor the pupils # 8217 ; degree of the linguistic communication ability. It will help to set the pupil precisely in that group that responds his/her true abilities. Heaton ( ibid. ) adheres that the undermentioned type of proving should be general and should strictly concentrate on a huge scope of subjects of the linguistic communication non on merely specific one. Therefore, the arrangement trial typically could be represented in the signifier of commands, interviews, grammar trials, etc. Furthermore, harmonizing to Heaton ( ibid. ) , the placement trial should cover precisely with the linguistic communication skills relevant to those that will be taught during a peculiar class. If our class includes development of composing accomplishments required for political relations, it is non appropriate to analyze authorship required for medical intents. Therefore, Heaton ( ibid. ) presumes that is reasonably of import to analyze and analyze the course of study beforehand. For the placement trial is wholly attributed to the future class programme. Furthermore, Hughes ( ibid. ) stresses that each establishment will hold its ain arrangement trials run intoing its demands. The trial suitable for one establishment will non accommodate the demands of another. Likewise, the affair of hiting is peculiarly important in the instance of arrangement trials, for the tonss gathered service as a footing for seting the pupils into different groups appropriate to their degree. At this point we can try to compare a placement trial and diagnostic 1. From the first sight these both types of trials could look similar. They both are given at the beginning of the survey twelvemonth and both are meant for separating the pupils # 8217 ; degree of the current cognition. However, if we consider the facts described in sub-chapter 2.1 we will see how they are different. A diagnostic trial is meant for exposing a image of the pupils # 8217 ; general cognition at the beginning of the survey twelvemonth for the instructor to be after farther work and design an appropriate course of study for his/her pupils. Whereas, a placement trial is designed and given in order to utilize the information of the pupils # 8217 ; cognition for seting the pupils into groups harmonizing to their degree of the linguistic communication. Indeed, they are both used for instructor # 8217 ; s planning of the class their maps differ. A co-worker of mine, who works at school, has informed me t hat they have used a placement trial at the beginning of the twelvemonth and it appeared to be relevant and efficient for her and her co-worker # 8217 ; s hereafter instruction. The pupils were divided harmonizing to their English linguistic communication abilities: the pupils with better cognition were put together, whereas the weaker pupils formed their ain group. It does non intend favoritism between the pupils. The instructors have explained the pupils the ground for such actions, why it was necessary # 8211 ; they wanted to bring forth an appropriate instruction for each pupil taking his/her abilities into history. The instructors have altered their course of study to run into the demands of the pupils. The consequence proved to be fulfilling. The pupils with better cognition progressed ; no 1 halted them. The weaker pupils have bit by bit improved their cognition, for they received due attending than it would be in a assorted group. 3.3 Progress trial Having discussed two types of trials that are normally used at the beginning, we can near the trial typically employed during the survey twelvemonth to look into the pupils # 8217 ; development. We will talk about a advancement trial. Harmonizing to Alderson ( 1996:217 ) , progress trial will demo the instructor whether the pupils have learnt the late taught stuff successfully. Basically, the instructor intends to look into certain points, non general subjects covered during the school or survey twelvemonth. Normally, it is non really long and is determined to look into the recent stuff. Therefore, the instructor might anticipate his/her scholars to acquire instead high tonss. The undermentioned type is supposed to be used after the pupils have learnt either a set of units on a subject or have covered a definite subject of the linguistic communication. It will expose the instructor whether the stuff has been successfully acquired or the pupils need extra pattern alternatively of get downing a new stuff. A advancement trial will fundamentally expose the activities based on the stuff the instructor is determined to look into. To measure it the instructor can work out a certain system of points that subsequently will compose a grade. Typically, such trials do non act upon the pupils # 8217 ; concluding grade at the terminal of the twelvemonth. The governments of school demand the instructors to carry on advancement trials, every bit good. However, the instructors themselves decide on the necessity of using them. However, we can claim that advancement trial is inevitable portion of the acquisition procedure. We can even take a duty to declare that progress trial facilitate the material acquisition in a manner. The pupils fixing for the trial expression through the stuff once more and there is a opportunity it can be transferred to their long-run memory. Further, we can come to Alderson ( ibid. ) who presumes that such type of proving could work as a motivation fact for the scholars, for success will develop the pupils # 8217 ; assurance in their ain cognition and actuate them analyze farther more smartly. In instance, there will be two or three pupils whose tonss are instead low, the instructor should promote them by supplying support in future and connote the thought that analyzing hard will let them to catch up with the remainder of the pupils sooner or subsequently. The writer of the paper establishing on her experience agrees with the statement, for she had noticed that weaker pupils when they had managed to compose their trial successfully became proud of their accomplishment and started working better. However, if the bulk of the category scores a instead low class, the instructor should be cautious. This could be a signal that there is either something incorrect with the instruction or the pupils are low motivated or lazy. 3.4 Accomplishment trials Apart from a advancement trial the instructors employ another type # 8211 ; achievement trial. Harmonizing to Longman Dictionary of LTAL ( 3 ) , an achievement trial is a trial, which measures a linguistic communication person has learned during a specific class, survey or plan. Here the advancement is important and, hence, is the chief point tested. Alderson ( 1996:219 ) postulates that achievement trials are # 8220 ; more formal # 8221 ; , whereas Hughes ( 1989:8 ) assumes that this type of trials will to the full affect instructors, for they will be responsible for the readying of such trials and giving them to the scholars. He repeats the dictionary specifying the impression of accomplishment trials, adding merely that success of the pupils, groups of pupils, or the classs. Furthermore, Alderson ( ibid. ) conceives that accomplishment trials are chiefly given at definite times of the school twelvemonth. Furthermore, they could be highly important for the pupils, for they are intended either to do the pupils pass or fail the trial. At this instant the writer of the paper is determined to compare a advancement and achievement trial. Again if we look at these two types they might look similar, nevertheless, it is non so. Pulling on the facts listed above ( see sub-chapter 2.3 ) we can describe that a advancement trial is typically used during the class to look into the acquisition of an excerpted stuff. An achievement trial checks the acquisition of the stuff, every bit good. Although, it is far different in its application clip. We fundamentally use an achievement trial at the terminal of the class to look into the acquisition of the stuff covered during the survey twelvemonth, non spots of it as it is with a advancement trial. Quoting Hughes ( ibid. ) we can distinguish between two sorts of achievement trials: concluding and advancement trials. Concluding trials are the trials that are normally given at the terminal of the class in order to look into the pupils # 8217 ; achieved consequences and whether the aims set at the beginning have been successfully reached. Further Hughes high spots that ministries of instruction, official examining boards, school disposal and even the instructors themselves design these trials. The trials are based on the course of study and the class that has been studied. We assume, that is a well-known fact that instructors normally are responsible for composing such trials, and it requires a careful work. Alternatively, Alderson ( ibid. ) references two usage types of accomplishment trials: formativeand summative.The impression of a formative trial denotes the thought that the instructor will be able after measuring the consequences of the trial reconsider his/her instruction, syllabus design and even decelerate down the gait of analyzing to consolidate the stuff if it is necessary in future. Notwithstanding, these reconsiderations will non impact the present pupils who have taken the trial. They will be applied to the hereafter course of study design. Summational use will cover exactly with the pupils # 8217 ; success or failure. The instructor will instantly can take up remedial activities to better a state of affairs. Further, Alderson ( ibid. ) and Heaton ( 1990:14 ) stipulate that planing an achievement trial is instead time-consuming, for the achievement trial is fundamentally devised to cover a wide subject of the stuff covered during the class. In add-on, one and the same achievement trial could be given to more than one category at school to look into both the pupils # 8217 ; advancement and the instructors # 8217 ; work. At that point it is really indispensable to see the stuff covered by different categories or groups. You can non inquire the pupils what they have non been taught. Heaton ( ibid. ) emphasises the close concerted work of the instructors as a important component in trial design. However, in the school the writer of the paper used to work the instructors did non collaborate in planing achievement trials. Each instructor was free to compose the trial that best suits his/her kids. Developing the subject, we can concentrate on Hughes # 8217 ; thought that there is an attack how to plan a trial ; it is called syllabus-content attack. The trial is based on a course of study studied or a book taken during the class. This trial could be described as a just trial, for it focuses chiefly on the elaborate stuff that the pupils are supposed to hold studied. Hughes ( ibid. ) points out that if the trial is unsuitably designed, it could ensue in unsuccessful achievement of it. Sometimes the demands of the trial may differ from the aims of the class. Therefore, the trial should be based straight on the aims of the class. Consequently, it will act upon the pick of books appropriate to the syllable and syllable itself. The slipstream will be positive non merely for the trial, but besides for the instruction. Furthermore, we should advert that the pupils have to cognize the standards harmonizing to which they are traveling to be evaluated. To reason we shall province once more that accomplishment trials are meant to look into the command of the stuff covered by the scholars. They will be great assistants for the instructor # 8217 ; s hereafter work and will lend a batch to the pupils # 8217 ; advancement. 3.5 Proficiency trials The last type of trial to be discussed is a proficiency trial. Sing Longman Dictionary of LTAL ( 292 ) proficiency trial is a trial, which measures how much of a linguistic communication a individual knows or has learnt. It is non bound to any course of study or course of study, but is intended to look into the scholars # 8217 ; linguistic communication competency. Although, some readying and disposal was done before taking the trial, the trial # 8217 ; s consequences are what being focused on. The illustrations of such trials could be the American Testing of English as Foreign Language trial ( further in the text TOEFL ) that is used to mensurate the scholars # 8217 ; general cognition of English in order to let them to come in any high educational constitutions or to take up a occupation in the USA. Another proficiency trial is Cambridge First Certificate trial that has about the same purpose as TOEFL. Hughes ( 1989:10 ) gives the similar definition of proficiency trials emphasizing that preparation is non the thing that is emphasised, but the linguistic communication. He adds that # 8216 ; proficient # 8217 ; in the instance of proficiency trials means possessing a certain ability of utilizing the linguistic communication harmonizing to an appropriate intent. It denotes that the scholar # 8217 ; s linguistic communication ability could be tested in assorted Fieldss or topics ( art, scientific discipline, medical specialty, etc. ) in order to look into whether the scholar could accommodate the demands of a specific field or non. This could mention to TOEFL trials. Apart from TOEFL we can talk about Cambridge First Certificate trial, which is general and does non concern any specific field. The purpose of this tria