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»

2.3. Types and forms of evaluation
Types of evaluation
In literature on evaluation it is traditional to distinguish between FORMATIVE and SUMMATIVE evaluation.
Common European Framework (2002) distinguishes following types of evaluation:

a)	Achievement assessment	Proficiency assessment
b)	Norm-referencing assessment	Criterion-referencing assessment
c)	Mastery learning CR assessment	Continuum criterion-referenced
d)	Continuous assessment	Fixed assessment points
e)	Formative assessment	Summative assessment
f)	Direct assessment	Indirect assessment
g)	Performance assessment	Knowledge assessment
h)	Subjective assessment	Objective assessment
i)	Checklist rating	Performance rating
j)	Impression-based assessment	Guided judgement
k)	Holistic assessment	Analytic assessment
l)	Series assessment	Category assessment
m)	Assessment by others	Self-assessment

Ad a) Achievement assessment/Proficiency assessment

Achievement assessment
Achievement assessment evaluates the subject of teaching. This type of evaluation involves learner’s process within weeks, terms or content of the textbook. It is aimed at certain course and the advantage of this assessment is its closer relation to learner’s current experience.


Proficiency assessment
Proficiency assessment evaluates learner’s ability to apply his knowledge in practice and helps to assess learner’s current abilities generally and clearly, which is a great advantage.
Ad b) Norm-referencing/Criterion-referencing assessment
Norm-referencing assessment
Norm-referencing assessment classifies learners according to their achievement who are then evaluated in comparison with their schoolmates.
In this case a group of slow learners would be assessed according to different, easier norms than a group of faster learners. This kind of assessment is often used in placement tests when learners are classified into classes.
Heaton (1990) suggests the group as a norm. Students will be informed if they fall in the top or bottom of the class. In competitive testing situations, a norm referencing assessment is used. The candidates are competing against each other. If there are many high quality students, the average student will certainly have a higher probability of passing the test.
Criterion-referencing assessment
The learner is evaluated only on the basis how well he is performing relative to his own previous performance, or relative to an estimate of his or her individual ability. Heaton (1990) suggests that criterion referencing may be fairer from a student’s point of view since it compares the students´ results with fixed criteria. Students are judged on how well they can perform a task alone.
Ad c) Mastery learning CR/Continuum criterion-referenced assessment
Mastery learning CR assessment
This type determines definite minimum level of language competence. Learners are divided into groups – those who ‘mastered’ and those who ‘did not master’ the course.
Continuum criterion-referenced assessment
Learner’s competence is compared with the scale of skills applied in the tested area. Criterion-referenced assessment is aimed at the learner’s successful competence and it relates to the content of the particular language course.
Ad d) Continuous assessment/Fixed assessment points
Continuous assessment
This assessment reflects learner’s results in lessons, his written work or project work. The final grade covers his work done during the whole course, year or term. Continuous assessment views learner’s individual creativity and his priorities. The teacher is more objective in this type of assessment.
Fixed assessment points
On a certain day (mostly at the end or the beginning of the course) learners are given grades on the basis of the exam. Previous experience is not considered very much. This type of assessment especially advantages certain types of learners because they are under a lot of stress.
Ad e) Formative/Summative assessment
Formative assessment
Formative assessment takes place during the course or the instruction period and is designed to guide teachers to adjust their teaching if need be. It is the most common type of assessment in higher education and constitutes the bulk of instructors´ efforts to evaluate students.
“Feedback from formative assessment must be communicated to the student as soon as possible. Students react more positively to formative assessment if the results are analyzed by the teacher and the teaching style or class content is altered if need be. This is called the washback effect.” (Heaton, 1990:16)
Heaton (1990) also points out that this is a complex process that requires careful structuring. In order to gain the students´ trust in the value of evaluation in their overall education or the course itself, formative assessment should not be used as the only means to determine the final grade. Ideally, formative assessment is the ongoing process teachers and students use to gauge the success of the syllabus and to prepare for the second type of assessment, the summative²³.
Summative assessment
Summative assessment contrasts with formative assessment first of all by its purpose. Usually it has to fit into the administrative requirements of an institution, for example a private language school, or a school curriculum in which all subjects are required to be assessed. In some cases, the results from summative assessments are used to check quality, for example results from schools and institutions may be compared nationally, or regionally, to set standards.
Heaton (1990) points out that it also occurs at the midpoint or the end of the particular term so as to determine the extent to which syllabus objectives have been met. Achievement tests, final exams, oral or written, and research projects are examples of summative assessment. Grades or marks from summative assessment often provide a basis for passing a student or for repeating a class. The weight of summative assessment in the student´s final grade or mark is quite high.
Hedge (2000) provides analysis of distinguishing features of formative and summative assessment. According to her, formative assessment is prepared and carried out by the class teacher as a routine part of teaching and learning. It is specifically related to what has been taught. The information from the assessment is used diagnostically and it is focused on the individual learner’s specific strengths, weaknesses and needs.
Summative assessment is not necessarily prepared and carried out by the class teacher and does not necessarily relate immediately to what has been taught. The judgement about a learner’s performance is likely to be used for administrative purposes, e.g. checking standards and targets. It is frequently externally imposed, e.g. by an institution or a ministry of education.
Both types of assessment are necessary and complementary. However, if summative evaluation shows that the majority of the class is not at the level the teachers had targeted, then it has come too late and the formative assessment was also not sufficiently well planned. It is for this reason that diagnostic tests must not take place too late in the term; otherwise it will be too late to lift constraints to learning.
Ad f) Direct/Indirect assessment
Direct assessment
This type of assessment evaluates the on-going learner’s activity. Direct assessment is restricted to speaking, writing and listening skills. The typical example of the direct test is an interview.
Indirect assessment
Indirect assessment, on the other hand, is performed by written tests. This assessment often evaluates reading skills when learners must prove that they understood the text. The typical example of the indirect test is comprehension or cloze tests.
Ad g) Performance/Knowledge assessment
Performance assessment
This type of assessment requires the learner to perform his written or oral language competence directly. Learner’s performance involves his language production. His level of language mastery can be considered as a competence applied in practice.
Knowledge assessment
The learner answers various types of questions on different topics to show his language competence. All tests evaluate only learner’s performance but with the quality of relevant competence.
Ad h) Subjective/Objective assessment
Subjective assessment
Subjective assessment means teacher’s subjective attitude towards the learner. It corresponds with marking which is done on the basis of teacher’s judgement. The advantage of subjective assessment is the fact that the language and communication are complicated aspects which cannot be judged automatically.
Objective assessment
Objective assessment neglects teacher’s subjective view on the learner and is mostly performed in the form of indirect tests with one correct answer, e.g. multiple choice.
Aspects concerning subjective and objective assessments are much more difficult. The teacher should be fair and that´s why his evaluation should be as objective as possible.
Ad i) Checklist rating/Performance rating
Checklist rating
The learner is classified into a certain level or scale he has achieved. The impact of this assessment is in vertical line. This involves the level of performance the learner can reach – maximum, middle, minimum.
Performance rating
The learner is assessed according to the list of items relevant for certain level of mastery or model situation. The impact of this assessment is in horizontal line. This involves learner´s direct approach and is usually in the form of questionnaires or yes/no answers.
Ad j) Impression assessment/Guided judgment
Impression assessment
This type of assessment depends on the teacher’s subjective decision about the learner’s performance in lessons. It is performed without specific criteria for specific evaluation.


Guided judgment
Teacher’s subjective impression is controlled and completed according to specific criteria. Criteria can be defined by points or marks. The advantage of guided judgement is fair approach to learners.
Ad k) Holistic/Analytic assessment
Holistic assessment
Holistic assessment involves learner’s total performance which is evaluated as a global category resulting in one grade. The assessor evaluates various aspects of performance intuitively.
Analytic assessment
Analytic assessment evaluates various aspects of learner’s performance separately. Sometimes it can be difficult for the teacher to concentrate on individual categories and feel independent of total impression.
Ad l) Series/Category assessment
Series assessment
In this type of assessment various tasks are usually evaluated by grades from 1-4 separately. Results of individual categories do not influence each other. Category assessment
Only one task is evaluated in this type of assessment. The performance is judged according to criteria stated in assessment grid.
Ad m) Assessment by others/Self-assessment
Assessment by others
The learner is assessed by the teacher. Self-assessment The learner self-evaluates his language mastery which encourages him to become more involved and responsible for his learning.
Common European Framework (2002) proposes a lot of assessment scales the teacher can choose from. However, it would be difficult for the teacher to concentrate on a large number of them. Assessment should especially take into consideration learner’s needs, his physical and psychological condition. Moreover, every evaluating procedure must be applicable in practice²⁴.