Using testing as a form of educational technology

Interest in the study of the Chinese language does not weaken with each passing year. This fact strongly requires increasing attention to the quality of its teaching. This article discusses some of the issues associated with innovative approaches to testing in Chinese. Particular attention is drawn to the problems of developing tests, differentiating them according to the degree of difficulty. This paper investigates questions of wider user of foreign experience, including the Chinese one. 

As shown by many years of teaching experience students still have great difficulty in understanding and interpretation of these phenomena and Chinese idioms chehgyu rarely use in speech. Poor phraseology knowledge , unformed operating skills with chehgyu idioms are undoubtedly significant drawback training of future specialists, as it hinders the students important communicative tasks and does not allow them to achieve an adequate level of knowledge of the Chinese language.

Meanwhile mastery of such material is not only necessary for the study of the language, but also, more importantly, allows to learn more about Chinese culture, especially deeper comprehension of their mentality, the nature of their relationship with the outside world. That is, ultimately, allows to communicate freely and to adequately understand the representatives of another civilization, which is rapidly going forward, but at the same time preserves the traditions that go deep into the millennia.

One of the problems of modern methods of teaching Chinese language is the development of objective and independent control. In addition to its primary function testing may still serve as a diagnostic tool of the difficulties of language material for students, a measure of the level of training and the way to predict the success or failure of learning. The main task is the ability to increase the efficiency of learning Chinese, which can be implemented upon conditions of teachers’ wide acquaintance with methodological, psychological and linguistic principles of testing and mastering his techniques. This is especially important in learning the Chinese language because China attaches great importance to the regular holding of control in determining learning outcomes.

Examining the knowledge of students in answering only to the tests does not fully reveal their skills and ability to solve unusual problems. Getting real knowledge, skills, ability to work independently these are the main points that should play a major role in modern education. In this regard, the control system is necessary to revise the knowledge and skills of students. The problem is that the tests are aimed at checking only the learned grammar, wording, words, phrases, characters. Virtually no test requires logical reasoning and reveals the ability of students to make the right decision. Test items do not cover all the fullness of the course, its content, but just individual problems. In addition, not all subjects can be checked by tests of, as in the exam on the primary eastern language students need to identify the pronunciation, fluency, ability to answer questions, etc. In order to improve the quality of education it is necessary to pay more attention to the processes of measuring its results.

One of the priorities of modern education is the principle of openness. This principle has a long history, starting with the emergence of the first educational institutions in the East and European universities. But today, due to the nature of the world of education, its rapid modernization and globalization, this principle regains its relevance. Moreover, this is connected with the growing and important trend of youth qualitatively improving their own process of education, going beyond the traditional system of learning.

Future specialist needs to build educational program not only in keeping with the traditional form, but also in accordance with the paradigm of the world-class, to learn to live in a diverse world, to organize modern educational activities with accordance to the world standards. [1]

Natural process of integration of young people into the open educational environment is expanding rapidly, which causes a lot of problems to be solved.

The labor market today dictates strict requirement primarily to the competence and professionalism of specialists, setting complex and ambitious tasks for high schools, which requires to save the best traditions of education and at the same time to provide high-quality knowledge of relevant international standards. This is only possible with an increase in the level of language proficiency of students, instilling in them the linguistic consciousness. Teachers use innovative techniques, new technologies, including electronic textbooks, computer programs, multimedia courses, audio and video. All this shapes the students' creative attitude and interest in learning.

Recent data show an increase in the number of students of language faculties, studying Chinese, and it is an objective phenomenon requiring attention and study. [2:144] It is particularly gratifying to note the growing number of young people who not only took a keen interest in learning the Chinese language, but also achieve considerable success in various competitions, "Chinese Bridge" oratory, calligraphy.

Meanwhile, time does not stand still and urgently requires the saturation technique of Chinese language teaching in high schools with new technologies, the creation of textbooks and teaching aids, taking into account local realities, national color. The Chinese language in terms of Kazakh society has a great future, even though it differs significantly from the Kazakh and Russian languages. Therefore, in the learning process it is advisable to take into account the differences in language systems at different levels. Teaching of professional speech to university students requires careful consideration and development of the educational process with the correct selection of texts focused on social motivation and on account of the special Chinese language.

A particular interest in this regard is the experience of Russian colleagues. In 2005, in collaboration with I.V.Kochergin, Huang Lily released a tutorial, which contains materials for forming, consolidating and controlling skills in the Chinese language. [3] The main feature and the main advantage of this book is that the training material for the development and consolidation of skills grouped by linguistic phenomena that makes it easy to find the necessary exercises and activities for each stage of learning at the appropriate level of difficulty.

In today's world with the development of new technologies a high level to of quality of knowledge is required. It makes us look for new learning technologies aimed at the individual characteristics of each student. In this connection special importance is imposed to the problem of control of knowledge of Chinese as a foreign language.

Modern technology training waive formal monitoring and evaluation of students' knowledge and propose a new evaluation system of knowledge that focuses on the personal level and differentiated character.

Linguists distinguish the following classroom control functions for language: diagnostic, teaching, administering, correcting, challenging and estimating. Of all these functions a lot of attention in the overall structure of educational activity is given to the diagnosis of learning, which aims to identify, evaluate and analyze the course of the educational process due to its productivity. Diagnosis includes monitoring, testing, evaluation, accumulation of statistical data analysis, forecasting future developments in connection with which involves guaranteed goals, the effectiveness of the learning.

Modern methods differ the following mind control: preliminary, current, interim, final. Of these forms of control testing is one of the most objective ways to control the level of training of students.

Assignments in test form must meet the following formal requirements: 1) the brevity; 2) the correctness of the form selection; 3) the logical form of expression; 4) the same rules for evaluating responses; 5) the presence of a particular place for the answers; 6) the correct layout of the job; 7) the same instruction for all the students; 8) the adequacy of the instructions in terms of the form and content.[4]

Depending on the nature of the sample responses there are alternative tests, multiple choice tests, tests of cross election and closed tests.

Tests can be characterized by the following qualities:1) validity; 2) reliability;3) practicality;

• efficiency,

The advantages of the nature of the test tasks include: 1) objectivity; 2) direct fixation of the test results;

• a comparison with pre-standards responses; 4) the simplicity of comparison procedure; 5) strict regulation of testing procedures; 6) the possibility of statistical processing of the test; 7) the ability of the individual learning process; 8) the ability to improve self-learners’

Generalizing studied literature on tests, as well as own experience [5], we as associate ourselves with the authors of the following interpretation of the concept of test and rely on it carefully in the article: "a system of tasks of the standard form, the implementation of which is held in equal conditions for everybody, allows you to set the level of development of knowledge, skills".

Control method in the form of testing, or as often lately it became known as "test-oriented" is becoming more widespread, because: first, it provides the teacher with objective information about the students with the knowledge of the level of mandatory training material. Second, the result of testing is an indicator of the quality of teaching. Consequently, the test is an indication of the level of competency of student in a particular area of knowledge and evaluation of the teacher.

In addition, testing as a method of control as a number of advantages over other methods of determining the level of training, namely:

• allows you to check more material in a class in comparison with other forms of control;
• puts all students on an equal footing ;
• in assessing the response of the student excluded the effect of such factors as luck / bad luck
• the communicative behavior of the exam / offset ;
• allows the teacher to monitor the operational process of learning at almost any stage of training;
• repeatedly reduces subjectivity in assessing the quality of learning;
• to some extent removes the student excitement that occurs when direct contact with the examiner;
• excludes the impact assessment on the so-called factor test eloquence and his ability to please the examiner;
• reduces the effect of contrast , when the mark is dependent on the impression made on the examiner previous student response;
• allows you to test students' knowledge of all the main conceptual issues of
  1. Thanks to these advantages, the tests can be used quite successfully for: a) diagnosis of the starting level of knowledge of students;
  2. b) an intermediate or final control of students' knowledge; c)statecertification;

d)determine the amount of residual knowledge;

1. identify and drop out poorly prepared students;
2. selection of the most prepared and prospective

Because at this stage of training-level differentiated approach to language learning is becoming one of the key, then drafting test items can be offered with the following degrees of difficulty: 1) reproductive; 2) productive; 3) creativity.

Tests of the first, reproductive, level include checking for learning language skills in simple mental operations. For example:

• Specify a synonym for the word ‘a teacher’:
  1. mentor
  2. friend
  3. director
  4. colleague

2. Determine what part of speech is the highlighted word in a sentence: a person must be
   1. adverb
   2. verb
   3. pronoun
   4. noun

Tests of the second, productive, level: possession of sufficient teaching linguistic skills of analysis, synthesis, comparison, generalization; students at this level are characterized by self-productive activities. For example:

• Specify the subject,expressed by
  1. Decisiveness is the key to
  2. Pedagogy as a
  3. The audience listened attentively to a
  4. A group of students engaged in the
  5. Skill and a little

2. Which sentence is the targe tutterance incentive?
   1. What is the biggest goal in life?
   2. The greatest value in the world is
   3. Memory is our
   4. Take care in their
   5. He looks into the

Tests of the third, creative, level: self-realization of the individual student capable of independent creative learning activities based on acquired knowledge, skills, values and meanings. Learner performs tasks that require integration of data and creative thinking; translates social responsibility. For example:

• The word hard working refers to
  1. business qualities
  2. external
  3. abilities
  4. emotional characteristics
  5. Internal

2. Indicate why the proposal includes

Students have successfully passed the exams, as well prepared for the session.

1. Homogeneous parts of the sentence
2. parenthesis
3. Parts compound sentence
4. Part of a complex sentence
5. Conjunctionless part of a complex

For the last level you can include so-called "open questions" aimed at the student's original approach to the problem, the ability to justify their point of view, the ability to organize knowledge, find information. In turn, they focus on the degree of individualization and are reflections of the material studied and the completeness of the application of the knowledge gained in the theoretical lessons.

1. Express your opinion about the behavior of the characters of the
   1. How would you have done, once on the site of one of your friends?
   2. What made the king to grant the request of severe friend Damon?
   3. What is true friendship?
2. Do you agree with this statement? Explain your

"Clean it it is free from non-literary words that are free of jargon, dialect, words-weeds."

1. no
2. yes
3. partially
4. Yes, with the proviso that ...
5. Depending on what form of speech: oral or written

In addition, to account for the individual characteristics of students' tests, depending on their destination should be the job of varying degrees of difficulty, i.e. all text can be conditionally divided into several groups. Thus, the first group of tests assesses the level of assimilation of didactic material forming the basis of the discipline. The second group of tests assesses the degree of difficulty of assimilation of the material that helps to develop and complement the foundation of the discipline and its pithy core. The tests of the third group are the control of the system of knowledge, theoretical and practical components of the discipline.

Therefore, to customize the learning process we propose designation signs, tests in difficulty level in the context of differentiated approach: *first level degree of difficulty; ** second level degree of difficulty;

***third level degree of difficulty.

Thus, in determining the structure of the test composition it would be most effective to use test submitted to the various test forms. This will eliminate unnecessary formality answers. The combination of testing with other forms of control increases the motivation of learners, improves the quality of the educational.

1. К экономике знаний через инновации и образование. Лекция Президента Республики Казахстан Н.А. Назарбаева в Евразийском Национальном Университете им Л.Н.Гумилева. / / Казахстанская правда 27 мая, 2006 г.
2. Масловец О.А. Учебник китайского языка нового поколения для вузов // Сборник статей участников I Международной конференции «Методика преподавания восточных языков: аспектизация, компьютеризация, новые учебные пособия». Москва, НИУ ВШ, 22-23 апреля 2013 г. СПб.: Алетейя, 2013. – С. 144-156.
3. Кочергин И.В., Хуан Лилян. Сборник тренировочных упражнений, контрольных заданий и тестов по базовому курсу китайского языка. Учебное пособие. М.: АСТ: Восток – Запад, 2005. 252 с Кадырова Г.Р., Маймакова А.Д. Использование тестирования как формы образовательных технологий. // Материалы Международной научно-практической конференции «Актуальные проблемы обучения языкам». Алматы.: Улагат. С.284-286.
4. Кадырова Г.Р., Маймакова А.Д. Использование тестирования как формы образовательных технологий.// Материалы Международной научно-практической конференции «Актуальные проблемы обучения языкам». Алматы.: Улагат, 2014. С. 284-286.
5. Тохметов А.Т. Преподавание китайского языка в вузах Казахстана // Тезисы докладов XX международной научной конференции «Китай: китайская цивилизация и мир. История, современность и перспективы». Москва, 16-18 октября 2013 г. – М.: ИДВ РАН, 2013, с. 468-469.; 6 Тохметов А.Т. Новые подходы к преподаванию китайского языка // Сборник материалов международного научного методического семинара «Современный учитель в современном мире». Астана. 2013. С. 64-69.