The ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages course paper theme: the concept of assesment and evaluation. Scientific adviser

THE LIST OF USED LITERATURE
CHAPTER 1 BRIEF INFORMATION ABOUT ASSESSMENT AND EVALUATION
1.1 Definition of Assessment and its types
Assessment is the process of gathering information and evaluating evidence in order to make a judgment or decision about a person, group, or situation. It is commonly used in education, healthcare, and other fields to measure knowledge, skills, abilities, and other important factors.
Formative assessment: This is a type of assessment that is conducted during the learning process to monitor student progress and provide feedback. Formative assessments can include quizzes, assignments, and informal observations.
Summative assessment: This is a type of assessment that is conducted at the end of a learning period to measure overall learning and achievement. Examples of summative assessments include standardized tests, final exams, and performance evaluations.
Diagnostic assessment: This is a type of assessment that is conducted at the beginning of a learning period to identify students' strengths and weaknesses. Diagnostic assessments can include pre-tests and interviews.
Norm-referenced assessment: This is a type of assessment that compares students' performance to that of a norm group or sample. Examples of norm-referenced assessments include IQ tests and college entrance exams.
Criterion-referenced assessment: This is a type of assessment that measures a student's performance against a predetermined standard or criterion. Examples of criterion-referenced assessments include proficiency tests and competency exams.
Overall, assessments are important tools for evaluating learning, measuring progress, and making informed decisions about individuals and groups.
The systematic process of documenting and utilizing empirical data on the knowledge, skill, attitudes, aptitude, and beliefs of students in order to refine programs and enhance student learning is referred to as educational assessment or educational evaluation. Assessment data can be based on data from which one can draw inferences about learning or can be obtained directly from examining student work to evaluate the achievement of learning outcomes. Appraisal is frequently utilized reciprocally with test, however not restricted to tests. Assessment can focus on a single student, a learning community a class, workshop, or other organized group of students, a course, an academic program, an institution, or the entire educational system granularity. After World War II, the term "assessment" started to be used in education.
Assessment is a continuous process that establishes measurable and clear student learning outcomes for learning, provides sufficient learning opportunities to achieve these outcomes, implements a systematic method for gathering, analyzing, and interpreting evidence to determine how well student learning matches expectations, and uses the collected information to guide student learning improvement. Students' levels of achievement are determined by assessment, an essential component of the educational process.
The theoretical framework of practitioners and researchers, as well as their assumptions and beliefs regarding the nature of the human mind, the origin of knowledge, and the learning process, determine the final goal of education assessment practices.
The assessment of students' progress or the preparation of them for public examinations consume a significant amount of the language teacher's time and attention. The various ways in which the terms used to describe these activities present a challenge when discussing this area of English language teaching. First and foremost, the term "examination" typically refers to a formal set-piece evaluation. A minimum of three three-hour papers are typically required. Students are often kept apart from one another and do not typically have access to dictionaries, notes, or textbooks [3,12] An assessment of this sort might be set by the educators or head of division in a school, or by some focal looking at body like the Service of Training in different nations or the Cambridge Neighborhood Assessments Organization to specify unquestionably the most popular of the English looking at bodies. The literature on the subject uses the term "examination" fairly consistently and presents few challenges. The word test is significantly more confounded. There are at least three distinct meanings for it. One of them talks about a measuring device that has been carefully made and tested on a sample of people who will be assessed by it. It has been fixed and made as efficient and accurate as possible using all of the statistical methods that are appropriate for measuring education. The readiness of such tests is tedious, costly and requires mastery in factual procedures as well as in contriving reasonable undertakings for the phonetic evaluation to be founded on. The second meaning of test is "a short, quick teacher-created activity carried out in the classroom as the basis of an ongoing assessment" [3,25].
It can be more or less formal, more or less carefully prepared, and can range from a reading comprehension multiple-choice test that has been carefully designed and used multiple times with students at roughly the same level and ability to a quick check to see if students have grasped the fundamental idea behind a new linguistic item by asking a few oral questions around the class. Confusion and disagreement frequently arise as a result of the wide range of interpretations given to this second meaning of the test. "What kind of test do you mean?" is always the crucial inquiry to ask. and as a result, it might be more advantageous to talk about assessment rather than testing. The term "test" can also be used to refer to a component of a larger test, a part of a test battery, or even what is commonly referred to as a "question" in an examination. It is important to be careful when interpreting just what is meant when one paper in an examination series is designed to be graded objectively and is referred to as a test at times [3,31].
Another pair of terms related to assessment need to be clarified, one of which was used in the previous sentence. Subjective and objective refer to these concepts. It is common to talk about objective tests. It is essential to take note of that these words allude just to the mode by which the test is set apart, there isn't anything inherently true about any test or test thing. The comprehension is that goal tests are those which can be stamped as a rule precisely, by a savvy robot or even a machine. A tick or cross in a box, a circle around a number or letter, or the writing of a number or letter are common non-linguistic ways to record responses. An actual word or punctuation mark may be used from time to time. Regularly, such tests take the various decision design or a clear filling design yet no genuine etymological judgment is expected of the marker. On the other hand, only people with the necessary linguistic knowledge, skill, and judgment can mark subjective tests. A complete sentence is usually all that is needed for an answer, though sometimes just a few words may be enough. However, it must be acknowledged that the creation and setting of both types are ultimately subjective due to the fact that the selection of items, their relative prominence in the test, and other factors are matters of the setter's knowledge, skill, and judgment. In addition, evaluating a piece of language like a free composition is almost entirely a matter of personal opinion, and quasi-analytic methods like assigning a lot of marks for spelling, grammar, "expression," and so on do little to reduce that fundamental subjectivity. An agenda of focuses to watch might assist with making the stamping more predictable however it is well to perceive that the checking is none the less emotional.
The assessments' fundamentally subjective nature is acknowledged by these methods, but they controlled exploit the psychological realities of judgment making, which is unquestionably sensible and useful. The time required for multiple checks is comparable to that required for using a typical logical imprint designation framework, and it appears that there is little justification for adhering to the extremely stale and significantly deteriorated methods. Most likely, all of the aforementioned is preliminary. At the point when the basics of how to assess progress in learning an unknown dialect are thought about, it turns out to be crystal clear that the key hypothetical comprehension of what language is and the way in which it capabilities makes the biggest difference. The bilingual dictionary and the grammar are likely to be viewed as the code books by which the cypher can be broken if language is viewed as a kind of code, a means by which "ideas" can be expressed as easily by one set of symbols as by another. The ability to operate a code will be viewed as the knowledge of a language, so proficiency in translating from one set of symbols to another translation will be evaluated. It would appear that this is still the underlying theory for the vast majority of foreign language examinations in Britain today. "Translate the following into English" or "Give the second person plural of the preterite of the following verbs" are typical rubrics for this kind of language assessment. On the off chance that language is viewed as a total of 'abilities' of different sorts, evaluation is probably going to be regarding an order of abilities. As a result, the ability to hear, differentiate between sounds, recognize tone patterns, and intellectually comprehend spoken language may be tested; tests of one's ability to speak, to make the right sounds, to say things accurately, coherently, and fluently; tests of one's ability to understand the written form of the language; tests of one's ability to read quickly, accurately, and efficiently; tests of one's ability to skim and look up information; trial of the capacity to utilize the realistic image framework and its related shows, or to create exact, familiar and cognizant language in the composed medium; trial of the capacity to interrelate media, to peruse out loud, to take transcription; and so forth. Almost all theoretical approaches to language take skills into account. In the examples that come later in this chapter, you'll see that a part of the description of the kind of test being shown has to do with the skills involved.
Assessment will be viewed in terms of structure and system, of transmission and reception, if language is viewed as a structured system through which members of a speech community interact and receive messages. The substantial work of Robert Lado on Language Testing: The Development and Utilization of Unknown dialect Tests is loaded with instances of the sort of test thing this view causes. There will be items to test knowledge of the production and reception of the sound segment system, the stress system, the intonation system, the morphemic system, the grammatical system, the lexical system, and so on because "language is seen as a number of systems" [6,13]. The inclination is to give noticeable quality to discrete things of language and generally little consideration regarding the manner in which language works around the world. Additionally, assessments designed with this theoretical foundation tend to have a behavioral component and to be objectively graded. The following are some examples of what might be involved.
Segments of sound are recognized. Response in writing or oral presentation. Group. The analyst will peruse one of the sentences in every one of the accompanying gatherings of sentences. In the space provided on the right side of the page, write the letter of the sentence you heard.
This kind of discrete item test clearly has some drawbacks. An important implication of the underlying theory is that testing the ability to operate various parts of the system does not test the interconnected complex that is a system of systems. This makes the need for global tests that do test the interrelationship of the various systems clear. Using discrete item tests is similar to testing a potential car driver's ability to move the gear lever into the appropriate positions, smoothly depress the accelerator, gently release the clutch, and turn the steering wheel. He might be able to do all of these things correctly but not drive a car. In this sense, "knowing a language" is the skill that combines all the sub-skills, control of the system, which enables the speaker to convey what he desires through the means he desires. This is analogous to "driving a car." As a result, efforts were made to design global tests that could be evaluated objectively. The dictation and cloze tests are two of these that appear to have had some success. Naturally, dictation was utilized as a testing method long before Lado and the structuralist/behavioral nexus gained prominence. In fact, Lado criticized dictation for three reasons, the first of which was that it did not test the ability to use this very important grammatical device in English because the examiner had chosen the order of the words; Second, it cannot be considered a lexis test because the words themselves are provided; what's more, third, since many words and linguistic structures can be distinguished from the specific circumstance, it doesn't test aural separation or insight" [7,21].
On the other hand, it has been argued that dictation involves taking in the examiner's stream of noise, interpreting it as having meaning, and translating it into words that must be written down. In this perspective, strings of sounds are given instead of words. These do not become words until the listener processes them using his language skills. It is very persuasive to argue that perception of language, whether spoken or written, is a psychologically active process rather than purely passive. Since it is abundantly clear that dictation necessitates the coordination of the operation of a significant number of distinct spoken and written linguistic systems, its global, active nature ought to be acknowledged. It's possible that the candidate taking dictation is actually driving the vehicle if this is the case.
A text that has had every nth word removed from it is the subject of a cloze test. The task is to replace the deleted words. The term "cloze," which refers to people's apparent capacity to complete a pattern and even to perceive it as complete once they understand its structure, originates from Gestalt psychology. This clearly involves linguistic patterns. The following is an illustration of a cloze test: Each fifth word has been avoided with regards to this test's sentences. Utilize the word that best accommodates your composition. In circumstances like this one, "seven days has seven...," the main word that will fit is "days." In any case, on occasion you can pick either something like two words, this unmistakable you can form 'pen' or 'pencil' or even 'typewriter' or 'pastel'. Write a single word only in each blank. Due to its length, you won't be able to select a word for the blank. Each blank is the same length. There are no excluded words in the primary section. To complete the sentences, complete the blanks in the second and subsequent paragraphs. Since man originally showed up in the world, he has needed to sort out some way to get by. He had to find ways to satisfy his craving, dress himself to protect himself from the cold, and provide cover for himself. His first clothing was probably made of large leaves and animal skins, and his first food was probably the fruit and leaves of trees. He then began to catch fish and chase wild animals at that point.
His physical issues began to worsen in this manner. But...had alternatives that were more spiritual—for happiness, love, safety, and...divine protection. etc. "Like transcriptions, cloze tests test the capacity to deal with strings of aural or visual peculiarities in etymological terms to such an extent that their potential implication is recalled and used to handle further strings as they are seen". Although oral cloze tests have been attempted, there appears to be no reason why they shouldn't be possible. Cloze tests are typically presented in writing and answered in that format. Because some of the words left out will be grammatical and others will be lexical, cloze tests are also global in nature and require perceptive, productive, and integrated knowledge of the various linguistic systems, both grammatical and lexical. There is a reasonable plan of conversation actually happening about the details of building cloze tests however helpful even minded answers for a significant number of the issues have been found and apparently cloze offers a possibly truly important approach to estimating language capability. “However, regardless of whether the tests are discrete item tests like those used by psychologists or have a theoretical foundation that is fundamentally structuralist behaviorist, there are two significant criticisms that need to be leveled at them, or global tests like dictation and cloze. The first of these criticisms is that such tests rarely afford the person being tested any opportunity to produce language spontaneously”[8,31]. The second is that they are fundamentally trying to test that knowledge of the language system that underlies any actual instance of its use linguistic competence in Chomsky’s terms they are not concerned with the ability to operate the system for particular purposes with particular people in particular situations.