They may think testing goes against humanistic approaches to teaching. Teachers feel that the time and effort they put into writing and correcting tests is not acknowledged with additional pay or personal praise. In this sense, testing can be as frightening and frustrating to the teacher as it is for the students. If we assume that a well-planned course should measure the extent to which students have fulfilled course objectives, then progress tests are a central part of the learning process. It provides washback for them to adjust and change course content and teaching styles where necessary.
Testing tells students how well they are progressing.
This may stimulate them to take learning more seriously. By identifying students' strengths and weaknesses, testing can help identify areas for remedial work. Testing will help evaluate the effectiveness of the programme, coursebooks, materials, and methods. This continuous feedback provided by tests will benefit students, who will feel that their weaknesses are being properly diagnosed, and their needs met. As the majority of teachers have not received enough training in test development, let me suggest a framework for the design of tests that fit with classroom activities.