Testologia între psiholingvistică și docimologie

Abstract

This article explores testing, starting from its definition as a complex process, with a clearly defined object. To avoid subjective elements, it needs to take into consideration the criteria used for the assessment of students (general and specific ones). The second part of the paper presents key references for language acquisition, more specifically business Russian. Models used for the design of about 100 tests were gathered in the volume entitled Teste de limbă rusă de afaceri. Such tests aim to assess students, and cover a wide variety of written business documents (requests, offers, advertisements, catalogues, company presentation, adjustment letters etc.), as well as conversation with business partners, often followed by specific correspondence. Business tests designed and used in the department focus on the intermediate level of Russian, including reading, listening, writing, speaking, lexis, grammar, as well as culture and civilization. Assessment is, however, completed for three main areas: the basic level (addressing limited issues of business communication); an intermediate level (covering a larger spectrum of messages and spontaneous communication); and an advanced level (implying solutions for an unlimited type of communication, in any circumstance, close to a native). As a conclusion, testing is seen as an ongoing process enabling the student to adjust his/her learning strategy, while the instructor changes his/her teaching and coaching; and the manager will adapt his/her managerial strategy.