A large number of examinations in the past have encouraged a tendency to separate testing from teaching. Both testing and teaching are so closely interrelated that it is virtually impossible to work in either field without being constantly concerned with the other. Tests may be constructed primarily as devices to reinforce learning and to motivate the students or primarily as a means of assessing the student's performance in the language. In the former case, the test is geared to the teaching that has taken place, whereas in the latter case the teaching is often geared largely to the test. Standardised test and public examinations, in fact, may excert such a considerable influence on the average teacher that they are often instrumental in determining the kind of teaching that takes place before the test.
A language test which seeks to find out what candidates can do with language provides a focus for purposeful, everyday communication activities. Such a test will have a more useful effect on the learning of a particular language than a mechanical test of structure. In the past even good tests of grammar, translation or language manipulation had a negative and even harmful effect on teaching. A good communicative test of language, however, should have a much more positive effect on learning and teaching and should generally result in improved learning habits.
Please download its e-book here
Password: segudanginformasi99
No comments :
Write comments