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a) Basic Principles of Assessment/Evaluation
o The primary purpose of assessment and evaluation is to inform teaching and to promote and encourage learning—to promote optimal individual growth. In order to provide information vital to the teachers, assessment and evaluation must be an ongoing and integral part of the teaching/learning process. It is one continuous cycle consisting of collecting data, interpreting data, reporting information, and making application to teaching.
o Assessment and evaluation must be consistent with beliefs about curriculum and classroom practices, and clearly reflect the various outcomes of English language arts curriculum, including those areas that cannot easily be assessed with pencil and paper.
o The assessment/evaluation process involves the use of multiple sources of information collected in a variety of contexts. In order to make decisions about any aspect of a child's learning, the teacher observes evidence of that learning at different times, in different contexts, and in different ways. No one single behavior, strategy, activity, or test can provide a comprehensive picture of a child's learning.
o The assessment/evaluation process recognizes learners as active partners in their own learning and in the evaluation of that learning. Students are encouraged to reflect on their own growth, considering progress, strengths and weaknesses, and goals.
The needs assessment and evaluation process focuses and builds on learners' accomplishments and abilities rather than deficits, allowing learners to articulate and display what they already know [2]. It is a continual process and takes place throughout the instructional program. The process can influence student placement, materials selection, curriculum design, and instructional practice. Needs assessment and evaluation might be used to determine course content, while during the program, it assures that learner goals and program goals are being met and allows for necessary program changes. At the end of the program, needs assessment and evaluation can be used for planning future directions for the learners and the program [3].
References
1. Ellis R. (1998). The evaluation of communicative tasks. In B. Tomlinson (Ed.): Materials Development in Language Teaching (pp. 217-238). Cambridge: Cambridge University Press.
2. Holt D. & Van Duzer C. (2000). Assessing success in family literacy and adult ESL. Washington, DC: Center for Applied Linguistics.
3. Marshall B. (2002). Preparing for success: A guide for teaching adult ESL learners. Retrieved from http://calstore.cal.org/store
4. Martyniuk Waldemar, Fleming Mike, Noijons and José. (2007). Evaluation and assessment within the domain of Language(s) of Education. Strasbourg: Language Policy Division, Council of Europe.
THE ROLE OF PROJECTS IN TEACHING FOREIGN LANGUAGES
Rakhmatova N.V.
Rakhmatova Nargiza Valijanovna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH
LANGUAGES FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the project is one of the teaching technologies, including a foreign language, based on modeling social interaction in a small group during the educational process.
Project from Latin "Projektus" literally means "thrown forward". The French word "projet" translates as "an intention to be realized in the future". In general, the project method is such an organization of learning in which students acquire knowledge in the process of planning and performing practical tasks - projects. It is based on a personal-active approach to learning. A project is understood as an independent planned and implemented work in a foreign language, for example, the publication of a newspaper or magazine, a collection of articles, preparation of an exhibition, a performance, a concert, etc.
Keywords: project, approaches, education process, FL, authentic sources.
Work on a project allows a different approach to increase the activity and independence of students on the basis of educational process, an independent solution of educational problems. This technology is based on the idea of student interaction in a group during the educational process, the idea of mutual learning, in which students take on not only individual but also collective responsibility for solving educational problems, help each other, and are responsible for the success of each member of the group. With regard to a foreign language, a project is "a work independently planned and implemented by schoolchildren", where four types of activities are integrated. There are a number of benefits to learning using project-based techniques. Work on projects contributes to [3]:
-Increasing the importance of language as a means of communication;
-Development of the ability to work in a team;
-Broadening the horizons of students;
-Increasing student motivation;
-Encouragement of creativity;
-education of independence;
-Integration of all four types of speech activity;
-Development of general educational skills.
Basic requirements for using project are the presence of a socially or personally significant problem that requires integrated knowledge and solutions; theoretical, practical, cognitive significance of the results; independent (individual, pair, group) activity of students; structuring the content of the project (indicating step-by-step materials) [1].
When organizing work on a project, it is important to meet several conditions such as the subject of projects can be related to the country of the target language, and to the country of residence; students are focused on comparing and comparing events, phenomena, facts from the history and life of people from different countries, approaches to solving certain problems; the problem offered to the students that is formulated in such a way as to orient the students towards attracting facts from related fields of knowledge and various, if possible authentic sources of information; it is necessary to involve in the project work all students in the class, offering each task, taking into account the level of his language proficiency.
The implementation of projects involves an informational range, research and linguistic aspects. Information range means that the student must be able to navigate a large number of sources (written, oral, visual); select those information, events, facts that will help him in the best way to reveal the subject of his research and exclude more private, secondary information, details.
Research aspect of projects. The student must be able to choose from the numerous problems related to the topic of the project; those are significant in their importance, cognitive, interesting for others, and relevant [2]. At the same time, the student must have the ability to analyze the material, compare, predict, generalize, and draw conclusions based on his life, educational experience, erudition, creativity.
Language aspect. The student should be able to describe or verbally state the course and result of his research by means of the FL. In terms of genre, in both cases, the presentation should be close to the general scientific style, be academic in nature [4]. At the same time, it
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is important to express the author's attitude to the subject of research, to the problems under consideration. The stated characteristics relate to both a single project and a collective project. Each selected project involves the development of its own strategy and tactics of implementation, the organization of student activities, and the assessment of work results. Collective projects are more expedient and fruitful from a pedagogical point of view. They are interesting and important because a large number of students are involved in working on them. Collective projects require a lot of effort not only from authors, but also from teachers of foreign languages, involving teachers of other subjects as consultants.
References
1. Karachev A.A. The method of projects and the development of students' creativity // School and production, 1997. № 2. S. 10-11.
2. Martyanova T.V. The use of project assignments in English lessons // IYASH, 1999. № 4. S. 38-43.
3. Novikova T.A. Design technology in the classroom and in extracurricular activities // School technologies, 2000. № 2. S. 43-52.
4. Zimnyaya I.A. and Sakharova T.E. Project methodology of teaching English // Foreign languages at school, 1991. № 3. S. 9-15.
PROJECT METHOD IN FOREIGN LANGUAGE LESSONS
Rakhmatova N.V.
Rakhmatova Nargiza Valijanovna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH
LANGUAGES FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: let us remind the reader that to the methods and, accordingly, to the technologies of this approach, we include learning in collaboration, the method of projects and multilevel learning, reflecting the specifics of differentiation of learning. This does not mean that these technologies exhaust the concept of a learner-centered approach. We had the opportunity to show how we understand this approach and with the help of what methods and technologies the teaching process is usually implemented in the world pedagogical practice. We settled on these three technologies because of their rather organic adaptation to the classroom-lesson system of lessons, which in our school seems to be in no hurry to cancel, and also because of their fairly free integration into the practice of our schools. Keywords: project, technologies, communicative exercises, buzzword project.
Today we will talk about the project method in teaching foreign languages. We think it will be useful to remind the reader what is meant by learning technologies. Recently, this term has become firmly established in both theoretical and practical methods and didactics. In this case, we are interested in the relationship of this term with the teaching method. In this context, we consider technologies as a set of techniques that allow, in a certain sequence dictated by the logic of cognitive activity and the characteristics of the method used, to implement this method in practice. Each subject has own specifics and, accordingly, the specifics of the use of certain methods, learning technologies. The project method has been gaining more and more supporters lately. However, as is often the case, such popularity is not encouraging. And that's why. There is confusion or even a substitution of concepts. The accepted concept of a project involves the development of an idea, idea, a detailed plan of a particular practical product, product, etc. This means the
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