National Testing Centre Tests for Teachers

Komil Djalilov, Deputy Head of Department of Development of Foreign Languages Assessment MaterialsNational Testing Centre under the Cabinet of Ministers of the Republic of Uzbekistan, takes the lead in this section and briefly introduces the mission and the functions of the NTC.


 

One of the measures to further improve learning and teaching of foreign languages to be implemented in the light of the Presidential Decree No. 1875 was establishment of National System of Assessment of Foreign Language Proficiency. Thus, the Department of Assessment of Foreign Language was created within the National Testing Centre. 

Today, the Department runs two types of tests. The first one is Certificate of Assessment of Foreign Language Proficiency. This is a paid service and upon successful completion of the requirements of the test, the candidates receive a national certificate which proves their level of foreign language proficiency aligned with the CEFR levels. So far, more than 200 candidates have received national certification in European (English, German, French, Spanish) as well as Oriental (Arabic Turkish, Korean) languages.

The second type of test has an administrative context and aims to determine the assignment of monthly bonuses to teachers of foreign languages that is done according to the Cabinet of Ministers Resolution.
This test serves as external motivation for teachers to develop professionally. On the other hand, the test diagnoses the problems of the system and plan further actions. During 2013/2014 academic year, more than 17,000 teachers took the test. The results were analysed and they prompted the Avloniy Teacher Training Institute to run professional development courses for secondary school teachers.
The test consists of Listening, Reading, Lexical-Grammar Competences (consisting of 30 questions each), Writing (consisting of two tasks) and Speaking (lasting for about 15 minutes) sections. The pass mark for the first sections (Listening, Reading, Lexical-Grammar Competences) is 40% and for the last two sections (Writing and Speaking) 50%.
In the Listening part (lasts for 30 minutes), teachers hear short monologues, a dialogue in a social context, an interview and part of an academic lecture. This part tests the teachers’ ability to listen for gist and listen for specific details.
In the Reading part, teachers read short texts, a fictional passage and an article from a newspaper/magazine. This part tests the teachers’ ability to skim, scan and infer as well as use the context to guess the meaning of words.
In the Lexical-Grammar Competences part, teachers are asked to fulfil various tasks testing their knowledge of English morphology and syntax as well as ability to use vocabulary in context. Task types include matching, error identification and multiple choice questions.
In the Writing part, teachers are asked to produce a formal letter and an opinion essay. These are assessed on task fulfilment, accuracy and variety of grammar and vocabulary, and cohesion and coherence.
In the Speaking part, the teachers are asked to answer questions regarding their surroundings and to produce a presentation. They are assessed on fluency, pronunciation, accuracy and variety of grammar and vocabulary, and cohesion and coherence.

Taken from ALT FL №1 2015


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