Different types of testing and their role in teaching

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440-Article Text-822-2-10-20211126
matematika õqitish metodikasi Mustaqil ish 11 mavzu, 5- маруза, Homework, Davlat pedagogika instituti logopsixologiya va psixologik korrek, hasharot, Final test 4-fayllar.org, 71d45505-7040-4785-bbad-2dce1e9be713, Aziz Sobirov, WEB dasturlash tilidan mustaqil ish mavzulari, Dasturlar jadvali

ISSN: 2776-1010 Volume 2, Issue 11, Nov, 2021 
Ibadova Nafisa Ahmatilloyevna 
Teacher of Samarkand State Institute of Foreign Languages 
Ochilova Shokhnigor Botirovna 
Master Student of SamSIFL 
This article discusses different types of testing in teaching foreign languages and their functions. It 
determines which type of test is appropriate for detecting a student's specific abilities and skills 
depending on the scenario. 
Keywords: testing, pedagogical tests, psychological tests, linguo-didactic tests, educational 
achievement, skills, abilities, general proficiency tests, selection tests, aptitude tests,
achievement tests, 
diagnostic tests, lexical tests, grammar tests 
Testing and assessing knowledge, skills and abilities is an integral part of the educational process. The 
success of the entire learning process largely depends on the correct setting. One of the most important 
and most difficult tasks facing the teacher is mastering the method of testing knowledge and giving 
marks. Currently, testing is a widespread means of checking knowledge, abilities and skills. The main 
advantages of tests are cost-effectiveness, ease of use, and uncomplicated verifiability of execution. It 
should be noted that testing has gained recognition in our country and has become a generally accepted 
form of not only current, but also final control. I would especially like to note that the final school 
certification, namely, the Unified State Exam, is carried out in the form of testing, for which it is 
necessary to prepare students. In organizing the control of knowledge and skills, it is necessary to take 
into account a large number of test varieties. Teachers need not only work with the test, but be sure to 
take into account at what stage the knowledge is tested and what speech skills are tested. This 
determines the relevance of the selected topic. 
It is worth noting that the main theoretical and practical provisions of testology were developed for 
psychological tests and later extrapolated to pedagogical tests. But, of course, pedagogical tests have 
their own specifics. The differences between pedagogical tests and psychological tests are very clearly 
stated by I. A. Rapoport and are as follows: 
- Firstly, the functional differences between psychological and pedagogical tests are quite obvious. 
Psychological tests are designed to identify and measure the corresponding properties of the psyche, 
while pedagogical tests are used to measure the level of mastering of a particular academic subject 
(discipline) studied in a given educational institution; 
- Secondly, the standardization and development of norms for assessing the results of psychological 
tests is usually carried out on the basis of the normal distribution curve [1, 41].

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