Мирзо улуғбек номидаги ўзбекистон миллий университети қиёсий тилшунослик кафедраси йўналиш: Хорижий тил ва адабиёт (инглиз тили) ильхомова ирода хикматжон қизи «Чет тилларни ўқитишда вазифаларни ишлаб чиқиш ва бахолашнинг ахамияти»

CONCLUSION
In this paper, the role and importance of using testing in the process of teaching foreign languages was considered. It was revealed that testing is a set of methodological and organizational measures that ensure the development of pedagogical tests, the preparation and implementation of a standardized procedure for measuring the level of preparedness of the subjects, as well as the processing and analysis of the results.
Tests are the most economical form of control and an objective indicator of the degree of mastering by students of a particular language material. The systematic use of tests forms students' discipline and striving for independence in mastering program material. This method of pedagogical diagnostics is widely used in pedagogical practice, both in Russia and abroad.
The study of the theoretical foundations of the use of test control in the process of teaching a foreign language revealed that tests are of the following types: predictive tests, diagnostic tests, success tests, conformity tests, multiple choice tests, tests with a freely constructed answer, close test. Each form of control has its own merits and demerits. None of them can be recognized as the only one capable of diagnosing all aspects of the language. Only the correct methodology and organization of the preparation of tests helps to improve the quality of the educational process in a foreign language.
Teacher’s evaluation is mostly helpful both for pupils at upper primary schools and students at secondary schools in enhancing language competences. Some forms of evaluation are widely used at schools while others are less used. The most appropriate technique of evaluation is marking but also point evaluation where teachers can assess all four skills (reading, listening, writing and speaking). It is also less stressful for learners. Quite a lot of learners also prefer verbal evaluation but teachers do not use it very frequently. According to curricula (2005) schools are allowed to use wide verbal or verbal evaluation, however, not many schools apply this in practice and use traditional marking. Evaluation in the form of rewards was neither interesting for teachers nor for learners even though it is one of the most important means to encourage learners. Most teachers try as much as possible to motivate their learners and identify their learners´ needs.
Assessment procedures which only involve grades do not adequately fulfil the needs of classroom-based assessment. They may be useful in establishing norms and clarifying whether standards have been met. However, because of a better understanding between teachers and learners, other types of procedure will be necessary. The teacher will have to find new approaches to assessment unlike traditional one.


РЕЗЮМЕ
В настоящее время большое внимание уделяется изучению языка, особенно коммуникативной компетенции, это очень заметно. Необходимо владеть хотя бы одним языком, что очень важно для нашей будущей жизни в современном мире.
Цель этой курсовой работы - предоставить основные аспекты обучения иностранному языку, методам составления заданий и оценивания знаний речевых навыков иностранного языка.