Basic principles of testing and assessing the language skills based on cefr

Conclusion
The tests do not replace or replace other controls. The experience of using standardized tests in most countries shows that they are used mainly for final control or examinations. They are widely in demand in the system of education quality assessment and monitoring, during which it is necessary to conduct reliable comparisons of educational achievements and establish relationships based on quantitative characteristics. During testing, a limited number of characteristics that determine educational achievements are evaluated, and not all of them. In this regard, the test results provide only some information about the preparation of students, and therefore cannot be the only tool on the basis of which the control of student learning takes place.
The results regarding the first research question about the most common types of assessment in EFL classes based on the CEFR principles, illustrate that the proficiency assessment the most common and it is followed by the performance assessment and the holistic assessment. Following to these, the data related to the second question about the effects of the assessment practices based on the CEFR principles on the EFL learners’ academic achievement shows a positive effect of the CEFR oriented assessment on the EFL learners’ academic achievement. In fact, results of the study should be taken into consideration especially for the syllabus design and educational policy development as there is a positive relationship among the academic achievement and assessment procedures, and these findings has potential to embolden the policy makers’ educational organizations to plan their assessment practices based on the CEFR principles. Significantly, this research is limited with the 75 articles that are published in the journal of Language Assessment Quarterly between the years of 2010-2019 on language education and literature. As a matter of the fact that the study is reviewed the previous literature conducted in a limited time and via limited electronic database namely, Taylor and Françis. Once the year of publication date of the reviewed articles extended and the data sources are varied and increased in number, it may be possible to obtain a different and deeper results. Moreover, using the keyword “The Common European Framework of Reference for Languages” cannot be enough to universalize the results of the study to the whole literature. Further studies are strongly recommended to investigate the effectiveness of different types of assessment based on the CEFR principles.
The rating system for assessing the quality of the educational process is a single system that combines the educational and cognitive activities of students, the educational activities of teachers. This allows you to effectively manage the educational process and qualitatively monitor the effectiveness of training.
Content control and evaluation provides for the identification of individual dynamics in the development of general educational subjects by students and does not allow comparison of one student with others.
To track the level of mastery of subjects by students, the following are used:
- starting work fixing the subject and meta-subject results retained by students at the beginning of the academic year;
- diagnostic work study of the effectiveness of the forms of presentation of subject content chosen by the teacher;
- current verification work control of the development of small units of subject content;
- modular verification work control of the development of the module section of the subject content;
- final test work control of the development of subject and meta-subject content for the academic year;
-demonstration of the achievements of students with the presentation of the material accumulated during the year.
The main stages of educational monitoring:
- analysis of the received information;
- making management decisions and issuing command information.
In order to build an effective system of pedagogical monitoring, it is necessary to determine which indicators of the education system are most important for management the level of educational preparation of students, the methodological culture of teachers, motivation to receive education, social, psychological and economic conditions for the implementation of the educational process, etc..
The use of course work for the purpose of assessing children provides teachers with a built-in system for planning parent-teacher meetings. By taking the portfolio as a basis for conversation, educators and parents can look at concrete examples of a child's work more successfully than discussing their development in the abstract.