Eurasian Journal of Social Sciences, Philosophy and Culture 5-jild 10-son (2025) · 58–65-betlar

SCIENTIFIC AND PEDAGOGICAL PRINCIPLES FOR DESIGNING ASSESSMENT TASKS IN FOREIGN LANGUAGE EDUCATION

Мусаева, Сурайё

DOI: 10.5281/zenodo.17340530 · Manbada o'qish → · PDF (manba serverida)

Annotatsiya

The process of developing and implementing assessment tasks in foreign language education plays a crucial role in ensuring the quality of teaching and evaluating students’ communicative competence. The main principle in selecting assessment formats is their adequacy to the types of speech activities being tested. At various stages of the learning process, the teacher conducts systematic observation of students’ knowledge, skills, and abilities, assessing their academic engagement, verbal reasoning, and learning dynamics, thereby carrying out effective pedagogical diagnostics. Current and periodic assessment types enable the teacher to obtain comprehensive information about the learner’s level of knowledge, practical language skills, attitude toward learning, and ability for independent thinking. Such an approach contributes to the implementation of a learner-centered educational model, enhancing individualized instruction and students’ responsibility for learning outcomes.

assessment task, evaluation, knowledge, learner, teacher, diagnostics, achievement, skill, test, communicative approachконтрольная работа, оценивание, знания, обучающийся, преподаватель, диагностика, усвоение, навыки, тест, коммуникативный подход.nazorat ishi, baholash, bilim, o‘quvchi, o‘qituvchi, diagnostika, o‘zlashtirish, ko‘nikma, test, kommunikativ yondashuv.

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