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WAYS OF EVALUATING ENGLISH AS A FOREIGN LANGUAGE
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: assessment - a mechanism for comparing the actual result of the student with the expected learning outcomes of the curriculum to adjust the planning and organization of training. Assessment for teaching or ongoing assessment, conducted by the teacher during the quarters; determines the current level of assimilation of knowledge and skills in the process of daily work in the classroom in accordance with the learning objectives of the curriculum; allows students to understand how correctly they perform tasks during the period of learning new content.
Keywords: assessment, evaluation, foreign language learning, teaching, curriculum.
The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners' needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English. Assessment and evaluation are essential components of teaching and learning in English language arts. The quality of the assessment and evaluation in the educational process has a profound and well-established link to student performance. Research consistently shows that regular monitoring and feedback are essential to improving student learning [1].
Using clear and accessible language is a key component of minimizing construct-irrelevant variance. However, do not simplify language that is part of the construct being assessed (the passages on a reading comprehension test or challenging vocabulary that is part of the construct of a subject area test). In other cases, though, the language of presentation should be as simple and clear as possible. Some general guidelines for using accessible language are provided below [4]:
o Use vocabulary that will be widely accessible to students. Avoid colloquial and idiomatic expressions, words with multiple meanings, and unduly challenging words that are not part of the construct.
o Keep sentence structures as simple as possible to express the intended meaning. For ELLs, a number of simple sentences are often more accessible than a single more complex sentence.
o When a fictional context is necessary (e.g., for a mathematics word problem), use a simple context that will be familiar to as wide a range of students as possible.
Teachers of language are sometimes hostile to the idea of large-scale or formal testing on the grounds that it diminishes the subject and ignores the significance of context. This view needs to be considered.
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.
