THE ROLE OF TEST MAKING IN LEARNING PROCESS

Abstract

Almost always with the word "test" a question comes to mind with four or fve possible answers. Students usually think of multiple-choice questions (MCQs) when they are told to get tested. Testing means testing students' knowledge using different types of question forms. The proposed article examines the academic performance test, which was developed by the administration of the Uzbekistan English Teachers Association (UZTEA) for Year 2 students of lyceums and colleges. The purpose of this study is to discuss test constructs and propose a more reliable version of them if the reason for the unsatisfactory results depends on the evaluation criteria. Both formal and fnal tests were developed by the administration of the Uzbekistan English Teachers Association (UZTEA). There are specifc assessment criteria and objectives based on the curriculum, consisting of four types of questions, addressing the respective four competencies, that is, to test the ability of students in the four core skills. In our study, only criteria related to reading skills will be considered. Reading comprehension questions will be reviewed following relevant developments and recommendations from experts and testing requirements. The importance of the Test Modifcation Project for English teachers is that test scores tend to be directly related to the content of the tests. The differences between the tests involved in the study and their modifed versions will be considered by the specifcity of the tests, based on certain criteria and fve principles of test design