Ғылымдар бойынша ХХV республикалық студенттік ғылыми конференциясының
жүктеу/скачать 5.25 Mb. Pdf көрінісі
|
| Литература
1. Грошевой Ю.М. Освобождение от уголовной ответственности в стадии судебного разбирательства: Учебное пособие. – Харьков, Харьк. юрид. ин-т, 1979. 82 с. 2. Жунусов Б.Ж. Проблемы уголовной политики. Монография - Караганды: Фемида, 2005. - 340 с. UDC711.11 USING TESTS AT THE SCHOOL Auelbek D.G. – student group YUM 21-1k9 Eshmuratova A.T. – master, teacher Hicks considers that the role of tests is very useful and important, especially in language learning. It is a means to show both the students and the teacher how much the learners have learnt during a English lesson. The author of the paper agrees with the statement, for she believes that in order to see whether the students have acquired the material and are making constant progress, the teacher will inevitably have to test his/her learners. It does not mean that a usual test format with a set of activities will be used all the time. To check the students’ knowledge the teacher can apply a great range of assessment techniques, including even the self-evaluation technique that is so beloved and favoured by the students. Moreover, according to Heaton [19:6], tests could be used to display the strength and weaknesses of the teaching process and help the teacher improve it. They can demonstrate what should be paid more attention to, should be worked on and practised. Furthermore, the tests results will display the students their weak points, and if carefully guided by the teacher, the students will be even able to take any remedial actions[4]. Thompson believes that students learn more when they have tests. Here we can both agree and disagree. Certainly, preparing for a test, the student has to study the material that is supposed to be tested, but often it does not mean that such type of learning will obligatory lead to acquisition and full understanding of it. On the opposite, it could often lead to the pure cramming. That, consequently, will result in a stressful situation the student will find her/himself before or during the test, and the final outcome will be a complete deletion of the studied material. We can base that previous statement on our own experience: when working at school, the author of the present research had encountered such examples for many times. However, very often the tests can facilitate the students’ acquisition process, i.e.: the students are to be checked the knowledge of the irregular verbs forms. Being constantly tested by means of a small test, they can learn them successfully and transfer them to their long-term memory, as well. Although, according to Thompson tests decrease practice and instruction time. What he means is that the students are as if limited; they are exposed to practice of a new material, however, very often the time implied for it is strictly recommended and observed by a syllabus. That denotes that there will be certain requirements when to use a test. Thus, the students find themselves in definite frames that the teacher will employ. Nevertheless, there could be advantages that tests can offer: they increase learning, for the students are supposed to study harder during the preparation time before a [3]. Thompson quotes Eggan, who emphasises the idea that the learners study hard for the classes they are tested thoroughly. Further, he cites Hilles, who considers that the students want and expect to be tested. Nonetheless, this statement has been rather generalized. Speaking about the students at school, we can declare that there is hardly a student who will truly enjoy tests and their procedure. Usually, what we will see just sore faces when a test is being mentioned. According to Thompson, the above- mentioned idea could be applied to the students who want to pass their final exams or to get a certificate in Test of English as a Foreign Language (TOEFL) or First Certificate (FCE). Mostly this concerns adults or the students who have their own special needs, such as going abroad to study or work. This again supports the idea that motivation factor plays a significant role in the lerning process. Moreover, too much of testing could be disastrous. It can entirely change the students’ attitude towards learning the language, especially if the results are usually dissatisfying and decrease their motivation towards learning and the subject in general [5]. Furthermore, as Alderson assumes, we should not forget that the tests when administered receive less support from the teacher as it is usually during the exercises in a usual language classroom. The students have to cope themselves; they cannot rely on the help of the teacher if they are in doubt. During a usual procedure when doing various activities the students know they can encounter the teacher’s help if they require it. They know the teacher is always near and ready to assist, therefore, no one is afraid to make a mistake and try to take a chance to do the exercises. However, when writing a test and being left alone to deal with the test activities, the students panic and forget everything they knew before. The author of the paper believes that first what the teacher should do is to teach the students to overcome their fear of tests and secondly, help them acquire the ability to work independently believing in their own knowledge. That ability according to Alderson is the main point, “the core meaning” of the test. The students should be given confidence. Here we can refer to Heaton (1990:7) who conceives, supported by Hicks, that students’ encouragement is a vital element in language learning. Another question that may emerge here is how to reach the goal described above, how to encourage the students. Thus, at this point we can speak about positive results. In fact, our success 168 motivates us to study further, encourages us to proceed even if it is rather difficult and we are about to lose confidence in ourselves. Therefore, we can speak about the tests as a tool to increase motivation. However, having failed for considerable number of times, the student would definitely oppose the previous statement. Hence, we can speak about assessment and evaluation as means for increasing the students’ motivation [4]. жүктеу/скачать 5.25 Mb. Достарыңызбен бөлісу:
|