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V. Reasons for setting tests: A)

B) J£_&ZOk*2źfL

1.    The students' progress

2.    The course and the materia!

3.    The teacher and his/her particislar way of teaching

o)

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VI. Time and frequerscy of setting tests

1.    The type of tests you set determine how often tftey are given

a)    farm/i! <IX(2(Y)0__- generaliy once a year/ term (used to

measure achievement and compare students’ performances

b)    *jr formuł Hę/)'}rrrxr\ łefrK set morę frequently e.g. once every few weeks, sometimes even once a week (used to diagnose difficuities and entourage students)

2.    Reasons for testing as well as students’ needs determine how often you test your students

3.    Even informal ciassroom tests can disrupt learning if they are set too frequently, esp. in a tense and forma! atmosphere. (- /no Xeo.rrur^? hzU<i pto. t-e )

VII.    Content of tests

In a test of English it is difficlut to determine not oniy the precise ianguage skiISs you wish to test but also the extent to which a student can perform those skills,

1.    A fysiLbi'/nQ ĄjlJLnhfS___helps in designing a ciassroom progress test

2.    A notę of (^fy?    CCnifriUfU-CO^M¹ kA<iub£fis___

which your faook has covered    <j    ^

3- SkiLb___

VIII.    Teehniejues and aetivitles used in tests

A)    Productlom teehniaues: students have to produce the correct answer, but production items do not always guarantee that students will deai with the specific matter the examiner had in mind

B)    Reeognifiora łechniaues e.g, multiple-choice test (easy to examine statistically)

IX. Testing techniques:

A)    Testing reading; questions are set to test ther students' ability to understand the gist of a text and to extract key Information on specific point in a text

B)    Testing iistemng: short utterances, dialogues, taiks and iectures are given to the testees