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ASSESSMENT FOR LEARNING: DEFINITION, PURPOSE,
DISTINCTIVE FEATURES
Soliyev Oybek Alijon o’g’li
To’lanov Azizbek Jaloliddin o’g’li
G’ulomjonova Rayhona G’ayratjon qizi
Teacher at Polytechnic N . 1, Asaka district
Annotation: In this article, an emphasis has been put on defining formative
assessment and elaborate readers’ understanding of the term. The author highlights
the central role of formative assessment to motivate language learners in the teaching
and learning process. There is a comparison of formative and summative assessment
with a clear example of personal experience. The writer explains how teachers in two
distinct cultures approaches to student learning.
Key words: formative assessment, test, summative assessment, motivate.
ОЦЕНКА ДЛЯ ОБУЧЕНИЯ: ОПРЕДЕЛЕНИЕ, ЦЕЛЬ,
ОТЛИЧИТЕЛЬНЫЕ ЧЕРТЫ
Аннотация: В этой статье акцент сделан на определении
формативной оценки и понимании термина читателями. Автор подчеркивает
центральную роль формативной оценки в мотивации изучающих язык в
процессе преподавания и обучения. Проводится сравнение формативной и
итоговой оценки с наглядным примером личного опыта. Автор объясняет, как
учителя в двух различных культурах подходят к обучению студентов.
Ключевые слова: формативная оценка, тест, итоговая оценка,
мотивировать.
Introduction. In recent years, a great emphasis on language assessment has
been the main focus of language teachers. Reasonably, it has been a primary issue for
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decades since its role in the teaching and learning process is central. When assessment
is not properly utilized, this can lead to several issues like poor student participation,
reduction in student overall performance. There is a strong relationship between
assessment and teaching because each depends on another. Teachers’ lack of
assessment skills may cause little or no connection between assessment and teaching
(Malone, 2011). We believe that language teachers need to take assessment training
or participate in language assessment conferences so that they understand how
teaching and learning can be made easier with the help of assessment.
Formative assessment is an ongoing data gathering process in which
information will be predominantly used by teachers to make decisions on students’
performance. It is usually associated with diagnostic assessment in which teachers
learn about language learners’ weaknesses and strengths. The term formative
assessment in Uzbek can be translated as doimiy baholash or joriy nazorat.
Personal experience. During doimiy baholash, we mean students are assessed
for learning where marking is not primary focus though students are given relatively
one tenth of total point for their work. For example, K.Akhmadjonov (2017) taught a
problem-solution essay in the classroom and assigned students to do writing tasks at
home. The following tasks were accomplished in the classroom and beyondit: First
students were taught to structure essay, introduction, div paragraphs and conclusion.
Many practical exercises were accomplished to understand aspects (thesis statement,
topic sentences, supporting sentences, etc.) of essay. Then, students applied the
knowledge to construct their own essay at home. The next lesson, students brought
essays to classroom to do peer editing. All students were involved in peerediting
activity. To do this, they were provided with an analytic rubric, which contained
assessment criteria that aligned with lesson objectives. The rubric helped students
understand their weaknesses and strengths and they could also give constructive
feedback to their peers in order to improve their writing. The teacher assessed students
formatively for all they had done in the classroom and at home and for this, they were
marked with a minimum grade compared to summative grade whichaccounts for
maximum grading.Comparison of formative and summative assessment. In
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comparison with summative assessment, formative assessment is considered a low-
stake measurement of student achievement because students are moreencouraged to
learn and be activethroughout the teaching and learning process. Summative
assessment, on the other hand, is high stake test as the results taken will be necessary
for different stakeholders such as administrators, teachers, parents and government.
Administrators need results from final examinations in order to evaluate teaching
process, students’ achievements and they compare statistics with previous years.
Parents are eager to know about their children’s achievements and progress aswell.
Interestingly, students also need results to understand their weaknesses so that they
can work more on themselves. Mostly importantly, government usually compare
students among schools, universities and in this way, they can make further decision
on teaching, teachers, curriculum and policy.
Testing. Traditionally, testing or a test was considered the only assessment
tool and in some teaching contexts, unfortunately, it is the only assessment tool. Many
test developers struggle to construct reliable and valid tests. Tests used to function as
information tools that teachers used to learn about students’ achievements,
weaknesses and strengths. However, later emphasis moved from testing to alternative
assessment tools such as student portfolios, web-based testing (Frank, 2012),
checklist, rubrics and others. Proper selection of assessment tools will definitely assist
teachers to match students needs and learning strategies. In fact, students vary from
being extrovert, introvert to auditory, visual, kinesthetic learners. For auditory
learners, for instance, it may work listening tests, visual learners may find tests
withsome pictures. Fengying (2003) points out that among other factors, modification
of assessment methods will motivate students.
Conclusion. To sum it up, assessment matters much in teaching and learning
environment, since their alignment bring outcomes. The other way around, may result
in issues such as student demotivation, inappropriate assessment strategies, and
overall poor student performance. Formative assessment will definitely help teachers
to establish their teaching environment in the way they wish to have and studentswill
benefit from learning and being in the classroom. Thus, teachers should try to learn
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assessment skills, apply their knowledge in selecting best alternative assessment tools
and this is likely to lead to perfections in teaching and learning.
REFERENCES:
1. Akhmadjonov , K. A. (2023). Students’ performance in russian and uzbek-
language instruction classes. Educational Research in Universal Sciences, 2(16
SPECIAL), 435–437. Retrieved from http://erus.uz/index.php/er/article/view/5003
2. Akhmadjonov K. (2017). Critical evaluation and assessment of the written task
and assessment literacy. O‘zbekistonda xorijiy tillar. pp. 97 -103.
3. Malone E.M. (2011). Assessment literacy for language educators. CALdigest,
pp.12.
4. Frank J. (2012). The roles of assessment in language teaching. English Teaching
Forum, 3, p. 32.
5. Fengying M. (2003). Motivating students by modifying evaluation methods.
English Teaching Forum, pp. 38
