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»

Forms of evaluation
An analysis of the learner’s answers clearly shows the teacher what to teach and how successful his learners are. For this reason he should apply as many forms of evaluation as possible. Some forms are widely used at schools while others are less applied.
Most of learners would be satisfied to end up their term with simply ‘pass’ or ‘fail’ at schools. However, hardly any school which is based on curricula finishes this way. In most cases, a scale is required which may be a letter scale or a numerical scale.
Numbers, letters, percentage:
English schools prefer marking in the form of ‘A’ or ‘B’ while Czech schools prefer marking in numbers. Czech basic and secondary schools rarely use percentage as a form of assessment. It is mostly preferred at Czech universities. Ur (1997) finds percentage to be the most common way of expressing assessment grades.
Verbal evaluation
Verbal evaluation is also important because learners experience the feeling of success.
Zelinková (1994) states that the teacher should praise learners for any effort they try to show. Learners often try as much as possible when doing school tasks but some of them, especially pupils with special educational needs, show minimum performance. Approbation is more helpful than bad marks or punishment.
According to Ur (1997), evaluation in the form of ‘Good’, ‘Excellent’ may look a little less impersonal and less definitive than percentages; but in fact learners often ‘read’ them as definitive number-type grades, exactly as they read percentages²⁵.
Non-verbal evaluation
Zelinková (1994) points out a significant importance to smiling as a kind of evaluation. Learners are motivated and their results are better.
Point evaluation
Slavík (1999) points out that you can assess either the learner’s school performance or homework. Learners receive certain amount of points evaluated to a certain date for doing homework, written tests or verbal communication. Such a kind of work is definitely more interesting either for a teacher or for pupils because it is more reliable than normal marking; pupils compete and voluntarily try to complete all their work if they are absent, and finally, teachers need not worry about marks at the end of the term – there is no mark ‘between’. Moreover, it is less stressful for learners.
Point evaluation is one of alternative sources which are suitable especially in English lessons where you can assess speaking, writing, listening or reading skills.
Wide verbal evaluation
This form is mostly suitable for pupils from special primary schools. According to Zelinková (1994), it can be performed even at primary schools as an alternative form of evaluation if the manager of the school and parents agree with it, or it can be used as a supplement to normal evaluation at schools.
Most forms of assessment are often continuous, which means that they are carried out during the whole school year.
“Continuous assessment means that the work done during the term is marked and the marks are carefully recorded. These marks are then accumulated and make up all, or some, of the final mark. It is possible, for instance, using a method of continuous assessment, to give a final mark at the end of a year which is made up of 50 % from term work and 50 % from the end-of-year examination.” (Sesnan, 1997:188)
During teaching practice learners may encounter continuous assessment as a major form of evaluation employed in a wide range of curriculum activities.
Assessment strengthens teacher’s and student’s knowledge. Any kind of assessment should contribute to mutual understanding between the teacher and learner.