Course paper theme: The different types of assessments and feedback in English language teaching classroom

COURSE PAPER
THEME: The different types of assessments and feedback in English language teaching classroom.

Done by: Group: Scientific adviser:

Samarqand-2023


CONTENTS
INTRODUCTION...........……..........………………………………......................3
CHAPTER I TEACHING ENGLISH AS A FOREIGN LANGUAGE AND THE ROLE OF ASSESMENT
1.1. Assessment and examinations.....................................................................…….6
1.2. Types of assessment in FLT………….........................………………..............13
CHAPTER II ASSESSMENT AND FEEDBACK IN LESSON PLANNING

2.1. Authentic Assessment of Foreign Language Learning……………...….........18

2.2. Assessment of writing skills: lesson planning and handouts …… …......……24

CONCLUSION….…………………….........…………....……………..................26

THE LIST OF USED LITERATURE………………………………....…….......30


INTRODUCTION
President Shavkat Mirziyoyev chaired a video conference on May 6 on measures to improve the system of foreign language teaching.
Every year in our country, several areas of science are selected and developed with special attention. This year, physics and foreign languages have been identified as such priority areas.
Uzbekistan's policy of openness, active entry into the world market, expanding international cooperation in all areas increase the need for knowledge of foreign languages.
Today, 25 higher education institutions in the country teach in foreign languages. In 2016, they were only 7. The number of graduates who have received an international language certificate has increased 10 times in the last 3 years.
This year, the “El-Yurt Umidi” Foundation has awarded scholarships to 350 students to study at prestigious foreign universities. That's five times more than in previous years.
In recent years, there is a great attention in the sphere of learning foreign languages. The cause is that learning a foreign language gives a chance to work internationally, to learn other countries, often developed one’s practice and exchanging experience with them. So President of Uzbekistan is paying his much attention to education and foreign languages and signing rules and decisions. For instance, one of them is signed in May 19, 2021 “On measures to bring quality to a new level of promotion of foreign language learning activities in the republic of Uzbekistan”. The main purpose from this document is to develop the sphere of education, especially language learning. In this way, almost all educational institutions have mentioned their aims, goals and responsibilities, and doing them one by one.
There are different types of assessment in education. All assessment methods have different purposes during and after instruction. This article will tell you what types of assessment are most important during developing and implementing your instruction.
For many teachers and students, the word assessment brings forward negative feelings, particularly when thinking about tests. These feelings tend to have their roots in a couple of problems in language assessment.
First of all, sometimes we find that the tests we give don't connect to what is happening in the language classroom. There might be a lack of cohesion with course and the test. And, equally important, there might be a lack of connection between the test and what is considered real language use. This first issue can be a problem for teachers as they might feel that the test is not an accurate picture of the students' ability, which they often have a sense of from daily work. And this can lower their confidence with assessments. For students, this can render a test un-motivating, it could lower their engagement with the task, and, as a result the test will not elicit their best performance.
Another problem with assessment is that tests hold a good deal of power over teachers and students. The tests can have a great impact as well as a negative impact on the classrooms and lives of those involved. Important decisions are often made based on test scores, such as final grades, exit from a program, even employment or citizenship.
Tests hold power in how they impact the classroom and the perception of learning goals. So if an assessment and course don't connect, as I mentioned with the first problem, then it is often the test that takes over in the classroom. Students, and teachers as well, may see the test as the learning goal. For teachers, this is generally not a happy situation. However, if the assessment well is aligned well with the course and language use, then the impact can be positive.