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THE PRINCIPLES OF ASSESSING A1 LEVEL LEARNERS’ LANGUAGE
SKILLS
Jo’rayev Turdali Vaxobiddin o’g’li student of Uzbek State World
Languages University scientific advisor: Kattabaeva D.K
Abstract:
The assessment focused mainly on the language learner’s achievements
but neglected other curricular aims such as language and social awareness. The
assessment of A 1 level learners should serve teaching by providing feedback on the
young learner’s learning progress, so that the content and the difficulty of subsequent
teaching units can be effectively adjusted to the learners’ needs. This term paper offers
the reader an overview about the theoretical ideas and principles which should be kept
in mind when implementing an assessment.
Key words:
A1 level, assessment, language skills, principle, language learner
The Common European Framework of References for Languages (CEFR) is an
international standard for language ability and comprehension. This standard includes 6
distinct English levels: A1, A2, B1, B2, C1, and C2. Some institutions also recognize
the pre-A1 level, though it is not as common.
The A1 level refers to speakers who have a basic grasp of the English language.
This level is common among those who have only been studying English for a short
time. In order to “measure” A 1 level learner’s progress properly, it is important to take
into account that there are substantial differences between the assessment of young
learners and other foreign language learners.
One critical factor in this regard is age. Besides, it is important to appreciate the
learners’ cognitive development. During this period of their lives, the children become
able to reverse their thinking, to arrange things in a logical order, to classify things
(animals, e.g.) based on perceptible attributes. They can determine the causes of events
and understand the conversion of numbers, substances and weight.
The methods of teaching, for example interactive use of games, songs, rhymes and
stories, are also important for the design of an assessment. Normally, teaching and
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learning should dictate what kind of assessment has to take place. But in reality, things
often move in the opposite direction: The assessment dominates the whole learning and
teaching process. The most frequently used method in study was the pencil and paper
test, and this instrument was predominantly used to measure the acquisition of single
vocabulary items and grammar through the completion of gaps in isolated sentences.
This kind of assessing stands in stark contrast to the A1 level learners’ experience
in the classroom, where they learn language through songs and stories. Indeed, there is
a substantial gap between the experience of interactive learning in a group and the
isolated and non-interactive experience of completing a written test on one’s own. There
is also a contrast between the curricular goal of developing oral skills and their
assessment. Only a few classroom tests focused on spontaneous speaking.
It appears, then, that only areas which are ‘easy’ to assess were examined in the
classroom tests (e.g. by way of a vocabulary test). One explanation for this finding
certainly is that it is indeed quite difficult to assess oral skills and to mark them fairly.
Foreign language teaching should have A1 level learners learning in the centre, trying
to understand how the pupils experience classroom interaction and talk. Through
interaction, it is possible to assess what has already been internalised by the A1 level
learner. This idea of language learning implies the idea that language learning is an
ongoing organic process. The plant develops through the nutrients it absorbs from its
environment; different types of growth occur at different stages of the development.
Assessment thus asks how well the “plant” language is growing. At this point, it is
important to mention that progress in language learning - and not achievements - should
be assessed and later be graded.
Assessment should not prevent learning or stand in its way. Rather, assessment
ought to have a positive effect on language learning: A good assessment result can
motivate the learner, provide feedback and thus support further learning. The outcomes
of the assessments can help the teacher to plan the following lessons, and they might
also be important for the evaluation and improvement of courses. A1 level learners
should be assessed on the basis of what they have been taught and how they have been
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instructed. The assessment activities should reflect the classroom activities. Assessment
in A1 level learners’ language learning is part of their first language experience, thus it
can influence the A1 level learners ’ attitude towards the language.
They might loose motivation and interest if assessment is not adjusted to what they have
been taught or is not fairly designed.
There are six equity principles, which should be considered when implementing
an assessment:
1.
Plenty of opportunities should be offered, in which the A1 level learners have
the chance to show their language performance.
2.
Multiple methods of assessment should be use during the lessons.
3.
The content of the assessment, types of questions and tasks should be familiar
to the A1 level learners.
4.
If the assessment requires oral production, the willingness to talk should be
obvious before the assessment starts (silent period).
5.
The situation of discourse with an adult should be a confident situation.
6.
Behaviour, gender and appearance should not influence the assessment of the
A1 level learners.
The appropriate moment for a test should be identified by matching the assessment
focus with the lesson plan.
References:
1.
Alabi, A.O. & Babatunde, M.A. (2001). Primary English curriculum and
methods. Oyo, Odumatt Press and Publishers.
2.
Bachman, L. F. (2011). Fundamental considerations in language testing.
Oxford: Oxford University Press.
3.
Desheng, C., & Varghese, A. (2013). Testing and evaluation of language skills.
IOSR Journal of Research & Method in Education., 1(2), 31-33
4.
Далиева, Мадина Хабибуллаевна. "THEORETICAL FEATURES OF
POLYSEMY IN LINGUISTIC TEXTS." МЕЖДУНАРОДНЫЙ ЖУРНАЛ
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ИСКУССТВО СЛОВА 5.5 (2022).
5.
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