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CLASSIFICATION OF ASSESSMENT Khaknazarova Z.A.
Khaknazarova Zilola Azamatovna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH
LANGUAGES FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, UZBEKISTAN
Abstract: the term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. Assessment can be divided for the sake of convenience using the following categorizations: placement, formative, summative and diagnostic assessment, objective and subjective, referencing (criterion-referenced, norm-referenced), informal and formal, internal and external. Assessment is often divided into initial, formative, and summative categories for the purpose of considering different objectives for assessment practices. Placement assessment is used to place students according to prior achievement or personal characteristics, at the most appropriate point in an instructional sequence, in a unique instructional strategy, or with a suitable teacher conducted through this type, the tests that colleges and universities use to assess college readiness and place students into their initial classes.
Keywords: types of assessment, diagnostic, standardized tests, quizzes, oral question, draft work.
Placement evaluation, also referred to as pre-assessment or initial assessment, is conducted prior to instruction or intervention to establish a baseline from which individual student growth can be measured. This type of an assessment is used to know what the student's skill level is about the subject. It helps the teacher to explain the material more efficiently. These assessments are not graded [3].
Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as "educative assessment", is used to aid learning. In an educational setting, formative assessment might be a teacher or the learner, providing feedback on a student's work and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests, quizzes, oral question, or draft work. Formative assessments are carried out concurrently with instructions. The result may count. The formative assessments aim to see if the students understand the instruction before doing a summative assessment [1].
Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are evaluative. Summative assessments are made to summarize what the students have learned, to determine whether they understand the subject matter well. This type of assessment is typically graded (e.g. pass/fail, 0-100) and can take form of tests, exams or projects. Summative assessments are often used to determine whether a student has passed or failed a class. A criticism of summative assessments is that they are reductive, and learners discover how well they have acquired knowledge too late for it to be of use [2].
Diagnostic assessment - Diagnostic assessment deals with the whole difficulties at the end that occurs during the learning process. One of them is about showing the criteria of the evaluation before the test. Another is about the importance of pre-assessment to know what the skill levels of a student are before giving instructions. Giving a lot of feedback and encouraging are other practices.
Summative and formative assessments are often referred to in a learning context as assessment of learning and assessment for learning respectively. Assessment of learning generally occurs at the conclusion of a class, course, semester or academic year. Assessment for learning is generally formative in nature and is used by teachers to consider approaches to teaching and next steps for individual learners and the class [2].
A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations [1].
Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessments which use free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below or exceeding a performance standard rather than being ranked on a curve. A well-defined task is identified and students are asked to create, produce or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper or exhibition, or it may consist of a performance, such as a speech, athletic skill, musical recital or reading. All assessments are created with inherent biases built into decisions about relevant subject matter and content, as well as cultural (class, ethnic, and gender) biases. A good assessment has both validity and reliability, plus the other quality attributes noted above for a specific context and purpose. In practice, an assessment is rarely totally valid or totally reliable.
References
1. Allen M.J. (2004). Assessing Academic Programs in Higher Education. San Francisco: Jossey-Bass.
2. Earl Lorna (2003). Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks, CA, Corwin Press.
3. Yu Chong Ho (2005). "Reliability and Validity." Educational Assessment. Available at Creative-wisdom.com.
TYPES OF ESP IN CURRICULUM DESIGN Muratova N.B.
Muratova Nargiza Bakhramovna - Teacher, DEPARTMENT OF THEORETICAL DISCIPLINES OF THE ENGLISH LANGUAGE № 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the demand for English language education around the world is increasing because it is the language of international business, technology and science. Therefore, ESP will flourish and grow more in non- native English speaking countries. ESP will use computer based curricula and authentic texts. In other words, ESP will use more sophisticated learner centered curricula. Since ESP is sensitive to the learners' background and the context in which the learners use English, it will be sensitive to cross cultural issues. As a result, ESP will research the cross cultural issues related to ESP learning. ESP will
