Different types of testing and their role in teaching

ISSN: 2776-1010 Volume 2, Issue 11, Nov, 2021 
36 
Thus, we can conclude that pedagogical tests form a specific group of tests. Linguo-didactic tests are a 
special case of pedagogical tests. The term "linguodidactic test" was introduced by the Russian scientist 
V. A. Kokkota. It correlates the linguo-didactic test with a set of educational tasks, which:
- Developed in accordance with certain requirements
- Passed a preliminary check in order to identify quality indicators 
- Allow to determine the level of test subjects' language (linguistic) and speech (communicative) 
competence 
- The results of which lend themselves to a certain assessment according to predetermined criteria [2, 
p.38].
The development of linguodidactic testing as a common means of control has led to the emergence of 
various types of linguodidactic tests. Most Russian authors, headed by E. A. Shtulman, classify language 
tests into 3 categories. The overwhelming majority of foreign testing theorists (R. Lado, A. Davis) single 
out four. 
To the first category, domestic linguists include tests of general skill, which allow you to check the level 
of language proficiency in accordance with the activity for which the subject prepares himself. The 
second category is tests of success, or as they are often called tests of educational achievement. These 
tests allow the teacher to assess the success of mastering specific knowledge and even individual 
sections of academic disciplines. This type of testing is a more objective indicator of learning than 
assessment. And the third category is diagnostic tests, which make it possible to determine not only the 
level of knowledge, abilities and skills, but also to reveal the reasons for their insufficient formation. [3, 
p. 169]. 
A. Davis distinguishes four types of language tests. In his works, he gives a detailed description of each 
of the above types.
1. General Proficiency tests (ability tests) - tests to determine the level of proficiency in foreign 
languages. In this category, the scientist distinguishes several types of tests, depending on their 
purpose. If the goal is to test the knowledge of applicants to determine the level of proficiency in a 
foreign language, then such tests are called selection tests; if their goal is to distribute students into 
groups depending on their knowledge - placement tests, etc. 
2. Aptitude tests - a category of tests to determine the ability of the examiner in a foreign language, as 
well as the time required for him to master the language. This 
category of tests is often called Prognostic 
tests, that is, tests that predict a student's possible success in learning a foreign language, which 
depends on his ability. 
3. Achievement tests (tests of progress and achievements) - tests to determine the achievements of 
knowledge, skills and abilities acquired in the learning process for a certain period. This category of 
tests is better known as Progress tests.
4. Diagnostic tests - tests to identify the weaknesses of 
students' knowledge of individual language skills, 
as well as
the reasons for their lag. With their help, the teacher is given the opportunity to take 
appropriate measures to eliminate the backlog [4, p.102]. 
According to the frequency of use, the following types of tests can be distinguished:

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