Reliability
one of the reasons why the tests are not favoured is that they measure not exactly what they have to measure. The author of the paper supports the idea that it is impossible to evaluate someone’s true abilities by tests. An individual might be a bright student possessing a good knowledge of English, but, unfortunately, due to his/her nervousness may fail the test, or vice versa, the student might have crammed the tested material without a full comprehension of it. As a result, during the test s/he is just capable of producing what has been learnt by tremendous efforts, but not elaboration of the exact actual knowledge of the student (that, unfortunately, does not exist at all). Moreover, there could be even more disastrous case when the student has cheated and used his/her neighbour’s work. Apart from the above-mentioned there could be other factors that could influence an inadequate completion of the test (sleepless night, various personal and health problems, etc.)
However, very often the test itself can provoke the failure of the students to complete it. With the respect to the linguists, such as Hughes (1989) and Alderson (1996), we are able to state that there are two main causes of the test being inaccurate:
• Test content and techniques;
• Lack of reliability.
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
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