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16SCIENTIFIC PROGRESS
VOLUME 2 I ISSUE 2 I 2021 ISSN: 2181-1601
ASSESSMENT AND EVALUATION TECHNIQUES
Maftuna Xazratkulovna Islomova
Samarkand State University, English Languages Faculty, Teacher of English Languages
ABSTRACT
Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT.
Keywords: evaluation, assessment, important, English language
INTRODUCTION
Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.This article examines the importance of assessment and evaluation A major concern of English language teaching has been assessing and evaluating students'progress during the course of study as well as their achievements at the end of it. The methodology of this paper is a qualitative approach using classroom activities and library sources as well as other related research in an attempt to improve students' knowledge and learning. Assessment and evaluation also give teachers useful information on how to improve their teaching methods.
SCIENTIFIC PROGRESS
VOLUME 2 I ISSUE 2 I 2021 ISSN: 2181-1601
METHODOLOGY
Assessment and evaluation are very important parts of the constructive alignment process. Well designed assessments can allow students to use the knowledge and skills they have learnt and indicate their level of mastery. The feedback on the assessment will also provide students with clear information on the criteria they need to succeed at assigned tasks, can give the lecturer a clearer sense of how the task is assessing mastery and what aspects are being assessed. Evaluation of the course or module, by students and lecturers should feed back into the whole process of curriculum alignment, as well as reflect critically and constructively on the outcomes, the teaching and learning activities, the assessment and the experience of the course or module. Reflexivity, continuous learning and development are key aims of successful evaluation.
The purpose of classroom assessment and evaluation is to give students the opportunity to show what they have learned rather than catching them out or to show what they have not learned. Needless to say, evaluation and assessment can focus on different aspects of teaching and learning: respectively, textbooks and instructional materials, student achievement, and whole programs of instruction.
DISCUSSION
It is important to clarify the distinction between evaluation and assessment. These terms are often used interchangeably and are, in fact, related, but they are technically different. Assessment of an individual student's progress or achievement is an important component of evaluation: it is that part of evaluation that includes the measurement and analysis of information about student learning. The primary focus of assessment in English Language Teaching has been language assessment and the role of tests in assessing students' language skills. Evaluation goes beyond student achievement and language assessment to consider all aspects of teaching and learning and to look at how educational decisions can be made on the basis of alternative forms of assessment. Gensee (cited in Carter & Nunan, 2001) believes that another purpose of evaluation is to guide classroom instruction and enhance student learning on a day-to-day basis.
RESULTS
Evaluation is an important part of an aligned curriculum and an overall teaching and learning strategy because it is a part of the feedback and development cycle. It should be a part of any responsive and up-to date teaching and learning strategy or plan. Evaluation gives students opportunities to speak to the lecturer about their experiences and impressions of the course content and the pedagogical approaches that have been used. It, therefore, gives lecturers valuable insights into how they teach and how effectively instruction has been taken up by the students. One of the most important issues in evaluation is timing. Teachers can use quick exercises to check in with
students during the course, at the end of a topic or after an assignment has been completed. Longer and more detailed evaluation for the end of a course can also be created. Students who did the course last year can be asked to complete a retrospective evaluation. The important thing to consider when thinking about the timing is the purpose of the evaluation (what do students need to know and why), and what teachers plan to do with the information students give them.Evaluation of achievement is the feedback that makes improvement possible. By means of evaluation,strengths and weaknesses are identified. Evaluation,in this sense, is another aspect of learning. It enables learners to grasp what they missed previously and helps the teacher to comprehend what can be done in subsequent lessons to improve learning. To do so, alternative methods (e.g. dialogue journals, portfolio conferences, interviews and questionnaires,observation, etc.) are available for collecting useful information about language learning and about student-related factors that influence the processes of language teaching and learning. It is widely accepted that the assessment/evaluation process involves the use of multiple sources of information collected in a variety of contexts. At the primary level, many teachers use observation, work samples, and questionnaires as tools in the process of assessment and evaluation.The present study provides an overview of assessment techniques pertinent to English language training in the field of oral speech. This exploration can help to understand the extent to which these learning oriented techniques of assessment affect competence in English language learning and lead to self-assessment, which plays an active role in English Learning Teaching. This issue has not been studied so far and the main aim of the present study was to observe and characterize these effects. The research consistently showed that only assessment "for learning" and not "of learning" lead to self-assessment.
CONCLUSION
A sequence of steps to develop self-assessment was worked out: setting goals for students; the assessment of each language component; guidance of the teacher in discussions; clear references if students needed further review; teacher insights into student motivation. These patterns were repeated several times. They proved to demonstrate permanent progress. The development of the assessment techniques encourages the active involvement of students in the process of their own learning and assessment. These results indicate that the techniques implemented to develop assessment and self-assessment are intended to shift the focus more to students, enabling them to become more effective learners and to succeed in English language learning.
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