THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
86
THE CRITICAL ANALYSIS OF ASSESSMENT AND EVALUATION IN
LANGUAGE TEXTBOOKS FOR NON-PHILOLOGICAL FIELDS
Muxamedova Muhlisa Avazjon qizi
PhD student at Chirchik state pedagogical university
https://doi.org/10.5281/zenodo.14215094
Abstract
In domains other than philology, assessment and evaluation are crucial
elements of language learning. Nevertheless, language textbooks for these
subjects frequently employ assessment and evaluation techniques that are
insufficient to satisfy the demands of both teachers and students. The
assessment and evaluation techniques employed in language textbooks for non-
philological subjects are critically examined in this article, which also highlights
their shortcomings and offers substitute strategies that may enhance language
acquisition in these domains.
Key words
: Assessment, Evaluation Language, Non-philological fields,
Authenticity, Reliability, Validity, Student learning and development
Introduction
The increased awareness of the value of language proficiency in
professional contexts has contributed to the rise in popularity of language
textbooks for non-philological professions. Students who want to work in fields
like business, engineering, or medical, among others, are becoming more
conscious of how important it is to speak English well in order to be successful
in their chosen fields.
But these textbooks’ methods of assessment and evaluation frequently
don't suit the demands of students studying these subjects. Although vocabulary
development and grammatical correctness are crucial for language learners,
they are not the sole abilities required for success in the workplace. The capacity
to communicate well in a range of settings, including as meetings, presentations,
and written reports, is actually highly valued by many companies and
professionals in non-philological professions.
Language textbooks for non-philological subjects may have a limited and
constrained perspective on language learning because of their emphasis on
vocabulary acquisition and grammatical correctness. Students may find it
difficult to use their language abilities in authentic situations and may believe
they are not sufficiently equipped for the demands of their career. In industries
like business and health, where successful communication is essential, this can
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
87
be especially troublesome. The practical use of language in everyday situations
should be given more attention in language textbooks for non-philological
subjects in order to solve this problem. More scenario-based exercises and
activities that mimic the kinds of communication tasks students would face in
the workplace could be used to achieve this. It might also entail giving students
chances to practice their language abilities in more dynamic and real-world
contexts, including role-plays or group conversations.
METHODOLOGY
The study on assessment and evaluation in language textbooks for non-
philological subjects is reviewed in this article. The review focuses on the
shortcomings of the existing methods of assessment and evaluation, such as
their lack of validity, authenticity, and reliability. Alternative methods of
assessment and evaluation, including project-based assessment, peer
assessment, and self-assessment, are also covered in the article.
RESULTS
Current assessment and evaluation techniques in language textbooks for
non-philological disciplines have a number of drawbacks, according to a review
of the literature. The following limitations are analyzed:
Lack of authenticity: Language textbooks for non-philological subjects
frequently employ assessment and evaluation techniques that are not grounded
in real-world situations, rendering them unrelated to students' intended
vocations. This may cause a gap between the language proficiency that students
acquire in the classroom and that which they require to be successful in their
line of work. A student might learn how to write a formal letter in a textbook, for
instance, but might not get the chance to practice writing one in a real-world
setting.
Lack of reliability: One of the primary issues with unreliable assessment
methods is that they can lead to a lack of confidence in students' abilities. When
students are uncertain about how they will be assessed, they may feel anxious
and uncertain about their performance, which can negatively impact their
motivation and engagement with the learning material. Furthermore, unreliable
assessment methods can also perpetuate a culture of insecurity and doubt
among students. When students are consistently faced with unpredictable and
inconsistent assessment results, they may begin to question their own abilities
and wonder if they are truly capable of meeting the demands of the course. The
creation of trustworthy assessment and evaluation techniques that
appropriately represent students' language proficiency should be given top
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
88
priority in language textbooks for non-philological subjects in order to solve this
problem. This can be accomplished by using a range of evaluation techniques
and instruments that give students a comprehensive picture of their
performance and development. For instance, more realistic and performance-
based tests that mimic language use in everyday situations should be included in
language textbooks. Writing a business letter, making a presentation, or taking
part in a role-playing conversation are a few examples of these kinds of
assignments. Students can exhibit their language proficiency in a more genuine
and meaningful way and get pertinent, useful feedback by using these kinds of
tests.
Lack of validity: One drawback of improper evaluation techniques is that
they may cause students' language proficiency to be misrepresented. Students
may be unjustly punished or rewarded when assessment techniques are not in
line with the linguistic skills and abilities they have acquired. Students may
become less confident as a result of this since they may believe that their efforts
and hard work are not appreciated. Additionally, a culture of superficiality and
shallow evaluation can be sustained by unreliable assessment techniques. When
students are evaluated based on limited or fabricated standards, they could
prioritize fulfilling such standards above gaining a thorough comprehension of
the language and its applications. The creation of reliable and authentic
assessment and evaluation techniques that fairly represent students' language
proficiency should be given top priority in language textbooks for non-
philological subjects in order to solve this problem. This can be accomplished by
using a range of evaluation techniques and instruments that give students a
comprehensive
picture
of
their
performance
and
development.
For instance, more realistic and performance-based tests that mimic language
use in everyday situations should be included in language textbooks. Writing a
business letter, making a presentation, or taking part in a role-playing
conversation are a few examples of these kinds of assignments. Students can
exhibit their language proficiency in a more genuine and meaningful way and get
pertinent, useful feedback by using these kinds of tests.
DISCUSSION
Alternative techniques to assessment and evaluation are required, as
indicated by the findings of the analysis of previous studies on these topics in
language textbooks for non-philological subjects. The existing approaches in
language textbooks for non-philological subjects can result in a lack of
authenticity, reliability, and validity in the assessment process and are
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
89
frequently limited in their capacity to effectively evaluate students’ language
skills and abilities. Self-assessment, peer assessment, and project-based
assessment are three different strategies that can help students overcome these
constraints and give them more genuine, trustworthy, and legitimate
assessment and evaluation experiences. These methods can be modified to fit
the needs of children in a range of situations and have been demonstrated to be
successful in fostering student learning and growth.
CONCLUSION
In order to better serve the needs of both teachers and students, the assessment
and evaluation techniques employed in language textbooks for non-philological
subjects need to be updated. Other methods, such project-based assessment,
peer assessment, and self-assessment, can give students more genuine,
trustworthy, and legitimate assessment and evaluation experiences. Students
can acquire the language proficiency required to be successful in their chosen
field by integrating these alternate methods into language textbooks for non-
philological subjects.
References:
1.
Brown, H. D. (2007). Teaching by principles: An interactive approach to
language pedagogy. Pearson Education.
2.
Ellis, R. (2008). The study of second language acquisition. Oxford
University Press.
3.
McDonough, J. (2004). Language acquisition in the second language
classroom. Routledge.
4.
Norris, J. M., & Ortega, L. (2000). Effectiveness of instruction in L2
acquisition: A research synthesis and quantitative meta-analysis. Applied
Linguistics, 21(4), 723-762.
5.
Oxford, R. L. (2003). Language learning styles and strategies. In D. Nunan
(Ed.), Practical English language teaching (pp. 141-155). Macmillan.
