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

1.2. Evaluation and its significance in teaching
Words that are so terrifying that they make even the most accomplished students feel uneasy. Although that may be overly dramatic, here is a fact: For all intents and purposes nobody likes tests. The good news is that testing has undergone a significant transformation and even more significant rebranding over the past thirty years. We now use more than just standardized formats. There are now a variety of more individualized and student-centered methods for evaluating an individual's ability and progress. Your teaching toolkit should include a variety of assessment options to keep your curriculum strategic and your students motivated. So that you can approach testing with confidence, let's examine the current assessment landscape. Appraisal is the most common way of reporting in quantifiable terms, information, abilities, mentalities and convictions. The term appraisal is by and large used to allude to movements of every sort of the students. It can concentrate on the individual student as well as the learning community a group of students in a class, workshop, or other structured setting. An assessment is a process used in education to figure out how important, big, or valuable new knowledge, speech skills, and subskills are. 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 purpose of education assessment. Teachers and students both benefit from assessment. A teacher can devise novel and more efficient methods for teaching a foreign language by controlling the teaching process and the knowledge, skills, and subskills of the students. Appraisal assists the educator with demonstrating his thoughts, strategies on sorting out instructing to unknown dialects. Students benefit as well from it. The students are inspired to try new activities and motivated to learn a new language when they perceive success. It is important to remember that students have different motivations. Some of them we're talking about students are eager to get good grades in every subject at school, including a foreign language. Others learn foreign languages in the hope of getting a good job in the future. In contrast to other school subjects, the primary focus of assessment in controlling the teaching of a foreign language is on assessing the degrees of oral speech skills in addition to reading and writing abilities. This is the characteristic feature of assessment in school education. Controlling speech skills and subskills include the following when teaching a foreign language Ceaseless appraisal is ordinary evaluation. It is one of the most efficient methods for teaching and grading, and the teacher evaluates it at every lesson. It has a positive impact on students and encourages them to review previously learned material. Assessment of the themes. The purpose of this kind of test was to control the learned information and the speech skills related to the topic. It is carried out after the study of the topic has been completed. The length of time allotted for assessments is determined by the size and complexity of the instructional material. Occasional evaluation. The purpose of periodic assessment was to assess the students' knowledge, speech skills, and subskills over time. For instance, at the end of each quarter or month of a school year. The teacher is in charge of preparing the assessment materials. An examination is used to conduct a comprehensive assessment at the conclusion of a school year. It could be spoken or written. This kind of appraisal is meant to assess the student's information, discourse abilities and subskills. Evaluation is frequently separated for accommodation into the accompanying sorts: - The first; – forming and concluding, unbiased and subjective; Pre- and diagnostic assessments are synonyms for initial assessment. Prior to instruction, it is carried out to establish a baseline against which individual student progress can be measured. Throughout a course or project, formative assessment is conducted. This kind of evaluation likewise alludes to as "educative appraisal" and is utilized to help learning. It is important to point out that formative assessment would not necessarily be utilized for the purpose of grading. Diagnostic, standardized tests can be used for formative assessment. Techniques for formative assessment keep track of what students learn as they learn. At the conclusion of a course or project, summative assessment is typically used to determine a student's grade. It evaluates the learning of students. The contrast between the developmental and summative evaluation can be made sense of with the accompanying relationship: It is formative when the teacher prepares test tasks. And this is summative when the students are given these tasks. Diagnostic assessment is a common form of formative assessment that measures a student's current knowledge. Furthermore, expertise to recognize a reasonable program of learning"[8,76]. Diagnostic assessment can take the form of self-evaluation. It includes the students to survey themselves. It is common to classify assessment as either objective or subjective. A type of questioning with a single correct answer is objective assessment. Furthermore, Emotional evaluation is a type of addressing which might have more than one right response or more than one approach to communicating the right response. True/false, multiple-choice, multiple-response, and matching questions are all examples of objective questions. Extended-response questions and essays are examples of subjective questions. The online assessment format lends itself well to objective assessment. In addition, assessment can be formal or informal. It is essential for teachers to be aware of the distinctive characteristics of each type of assessment. Typically, a written document, such as a test, quiz, or paper, is required for formal assessment. A Casual appraisal might incorporate perception, inventories, agendas, rating abilities, execution or portfolio appraisals, cooperation, friend and self — assessment and conversation. A student's final grade does not include this kind of assessment. Evaluation can likewise be isolated into inner and outer. Teachers determine internal assessment. Students receive their assessment grade and feedback. The governing body determines the external assessment, which is scored by non-based personal. For instance, such an assessment can be incorporated into high school entrance exams.
There are numerous ways of discussing techniques for surveying language. The distinction between indirect and direct methods will be used in this module. Both of these approaches are prevalent in language testing, though they are frequently utilized for distinct classes or skills. Roundabout strategies might be more normal in surveying perusing, tuning in, jargon or punctuation and in classes that are enormous. Direct assessment provides a better picture of what students can do with the language and works well for productive skills like writing and speaking. Evaluation of learning results for understudy execution in unknown dialect study are generally connected with the five abilities of tuning in, talking, perusing, composing and culture. "Discrete point tests" and "integrative tests," two distinct types of traditional tests, serve as the foundation for the assessment of foreign language student learning. The breadth and accuracy of a student's command of linguistic elements like pronunciation, vocabulary, and structures are examples of discrete point tests, which focus on a single skill area and evaluate the student's knowledge of those elements. Global or integrative tests, on the other hand, look at a wider range of skills and assess a student's capacity for contextual language comprehension and use. An interview format is used to determine an interviewee's speaking ability. An interviewer, accompanied by a rater, will ask gradually more difficult questions. A rubric with a scale from 0 to 5 that is based on specific characteristics of speaking ability is used by the rater. oversees the certification and training of raters and interviewers.
An illustration of a foreign language performance-based assessment is the crusial thing. The following is how the standardized assessment is carried out during a face-to-face interview to ascertain an individual's oral language proficiency: The well-conducted interview does not follow a predetermined course of questioning in a linear manner. Instead, the process is best exemplified by an ever-increasing spiral that passes through the interview, probing higher or lower depending on the candidate's performance; utilizing the candidate's exposed topic areas as a springboard, branching out from them, and examining task performance through them. [9,54].
The development of AUK., Proficiency Guidelines has evoked considerable controversy and discussion about their appropriateness and usefulness in the foreign language classroom. The lack of national or statewide standards for foreign language education, at all grade levels, retards efforts to develop criteria for assessment of foreign language proficiency in classrooms, presidents of ACIEL, reported current issues in foreign language education and included proficiency guideline revision, student achievement goals, teacher education standards and the development of a written proficiency test as matters of concern [9,75].