Introspective Thinking And Suggestions On Problems In High School's English Testing Practice

Tests are needed in order to obtain feedback on student learning progress. Tests are also needed when rational educational decisions are to be made so as to ensure effective teaching and improve teaching quality.Language testing, however, is a complex matter. Why and when a test is set, what or who is tested are questions which determine the actual testing procedure and which may lead to different requirements with respect to the quality of a test. Therefore there are plenty of reasons for being cautious in using test and in interpreting test results.Nevertheless, it is common to find testing problems resulting from misconceptions of tests in the context of high school teaching. Teachers may fail to give appropriate tests to students and run the risk of the misuse of their tests. Problems also frequently arise in rating subjective test tasks, interpreting test scores, giving instructions on test-taking strategy and making educational decisions.Based on the theory of language testing, this paper explores the possibilities of improving high school's English testing practice against the aspects of test quality, including reliability, validity, authenticity, interactiveness and washback. Test's evaluative function with respect to teachers' teaching is also under consideration. It is concluded that teachers should make every possible effort to ensure test quality so as to minimize the risk of making wrong decisions in language teaching.