7. Types of tests. Error correction strategies

Tests may be objective or subjective. In objective tests (multiple choice, matching, fill-in, true or false) only one answer is correct. Objective tests produce reliable results, but they provide an assessment of a limited range of students' language ability

Multiple-choice type is considered to be the most effective of the objective types. It consists of two parts: a sentence with a missing word (this sentence is called a stem) and the list of possible answers. Only one answer is right; the others are called distractors. Distractors must be carefully chosen. They should be the same form of word as the correct answer; the right answer shouldn't be given through grammatical cues; only one answer should be given as a correct one.

Subjective tests (oral interview, written essay) can give some measure of ideas, vocabulary, culture, coherence, creativity, but they are more difficult to grade. Both subjective and objective types of tests should be given to the students.

There are other several types of tests:

1. aptitude test(prognostic)

It determines whether or not the person will be successful in language study. The test measures such factors as: short term memory, ability to associate sounds and pictures, ability to make structural generalizations (by recognizing the same part of speech, grammatical or communicative function in different sentences).

2. Proficiency test

It measures what a person already knows in the target language whether or not he has studied the language in a formal learning situation. It measures the students' control of the language in the light of what he or she will do with it in the particular type of employment. Test of English as a foreign language (TOEFL), International English language testing system (IELTS) are the examples.

3. Achievement test

It is used daily, weekly after the completion of a unit, module, or at the end of the academic year to determine what the students have learnt.

4. Diagnostic test

It may be part of the achievement test. It notes strengths, weaknesses or problems in some area of knowledge or skill.

Error correction

In teaching English as a foreign language it is common practice to distinguish between mistakes and errors.

Mistake is a slip of the tongue or the pen. The student is able to correct it himself or herself or with the help of the teacher or other students.

Error- when students make errors they believe that what they are saying or writing is correct; they don't know what the correct form should be.

Errors are normal and unavoidable during the learning process. Whether or not to correct errors depends on the objective of the activity. If the objective is to develop accuracy, correction is necessary. In this case the best approach is to allow the students to self-correct. If that doesn't work, the peers may correct. Only then the teacher can give the correct answer. If the objective of the activity is to develop fluency, the correction is not desirable. Constant interruptions can be irritating for students and evoke frustration discouragement and fear. If there are frequent errors or mistakes the teacher can make notes to provide feedback after the activity.

Some error correction strategies are:

1. ignore the error;

1. ask student to repeat;

2. correct with "teacher" voice;

3. correct with gestures;

4. ask learner to correct himself;

5. ask another student or whole class to correct;

6. go to the board to draw or write something;

7. refer students to past examples in the text;

8. repeat the utterance with question intonation;

9. repeat with word up to error;

10. note the errors;

11. make open "remedial" sessions.