022 oriental renaissance: innovative, educational, natural and social sciences scientific journal volume 2, issue issn 2181-1784 Impact Factor: 947 asi factor = 7

Oriental Renaissance: Innovative, 
educational, natural and social sciences 
 
VOLUME 2 | ISSUE 5 
ISSN 2181-1784 
Scientific Journal Impact Factor
 
 SJIF 2022: 5.947 
Advanced Sciences Index Factor 
 ASI Factor = 1.7 
838 
w
www.oriens.uz
May
2022
 
building a professional online profile, blogs are an especially beneficial tool for teacher 
educators and teacher students (POI). 
CONCLUSION 
On diagnostic assessment teacher will get the details he needs to grasp student 
awareness and involve the entire classroom when he structure diagnostic tests around 
his lesson. Diagnostic tests can also help to benchmark student’s progression.
Diagnostic evaluation is a form of pre-assessment that enables a teacher to determine 
the individual strong points, weaknesses, knowledge, and abilities of students prior to 
instruction. It is primarily used to diagnose student problems and to guide the 
planning of lessons and curriculum. The diagnostic evaluations are intended to 
evaluate individual learners' development in comparison to several reference points 
(“Framework for Diagnostic Assessment of Science”, 
Philip Adey,  January 2012). 
It is obvious from this article that assessment is a notion which includes diverse 
types of methods to evaluate learners’ achievement in teaching. However, all types of 
assessment have their place and time to use. 
REFERENCES 
1.
Astri Yulia, Nor Azilah Husin, Faiz I. Anuar (2019), “Chan
neling Assessments 
in English Language Learning via Interactive Online Platforms”, Studies in English 
Language and Education. 
2.
Casidy, J. C., and Gridly, B. E. (2005). “The effects of online formative and 
summative assessments on anxiety and performance”. T
he Journal of Technology, 
Learning, and Assessment, 4(1), 2-29. 
3.
Dawson, Phillip (December 2015). “Assessment rubrics: towards clearer and 
more replicable design, research and practice”. Assessment and Evaluation in Higher 
Education.42 (3): 347
–
360. 
4.
Dixson, 
D. D., and Worrell, F. C. (2016). “Formative and summative 
assessment in the classroom”. Theory into Practice, 55(2), 153
-159.
5.
Donelli-
Sallee, E. (2018). “Supporting online teaching effectiveness at scale: 
Achieving efficiency and effectiveness through p
eer review”. Journal of Educators 
Online, 15(3). 
6.
“Внедрение онлайн оценки и письменных корректирующих отзывов” 
“Science and education” scientific journal (2020).
7.
“Тилшунослик ва рақамли ҳаёт: ривожланиш Истиқболлари ва муаммолар” 
мавзусидаги Республика илмий
-
амалий анжумани Материаллари, Андижон, 
(2021). 

---