Education of the republic of uzbekistan national university of uzbekistan named after mirzo ulugbek

3.2 The techniques of alternative assessment

The use of a variety of assessment techniques will lead teams to better understand student behavior. Each technique can, in effect, bring the team closer to developing a workable intervention plan.Classroom assessment techniques are focusing on aligning assessments more closely with the instructional strategies actually used with children. A well developed assessment plan and a properly executed functional behavioral assessment should identify the contextual factors that contribute to behavior. Determining the specific contextual factors for a behavior is accomplished by collecting information on the various conditions under which a student is most and least likely to be a successful learner. That information collected both indirectly and directly, allows school personnel to predict the circumstances under which the problem behavior is likely and not likely to occur.

Multiple sources and methods are used for this kind of assessment, as a single source of information generally does not produce sufficiently accurate information, especially if the problem behavior serves several functions that vary according to circumstance (e.g., making inappropriate comments during lectures may serve to get peer attention in some instances, while in other situations it may serve to avoid the possibility of being called on by the teacher).

It is important to understand, though, that contextual factors are more than the sum of observable behaviors, and include certain affective and cognitive behaviors, as well. In other words, the trigger, or antecedent for the behavior, may not be something that anyone else can directly observe, and, therefore, must be identified using indirect measures. For instance, if the student acts out when given a worksheet, it may not be the worksheet that caused the acting-out, but the fact that the student does not know what is required and thus anticipates failure or ridicule. Information of this type may be gleaned through a discussion with the student.

Critical to educators is the use of assessment to both inform and guide instruction. Using a wide variety of assessment tools allows a teacher to determine which instructional strategies are effective and which need to be modified. In this way, assessment can be used to improve classroom practice, plan curriculum, and research one's own teaching practice. Of course, assessment will always be used to provide information to children, parents, and administrators.

Standardized tests, criterion-referenced tests, diagnostic tests, cloze exercises, unit tests, worksheets - these are some of the assessment tools frequently used in evaluating reading proficiency. The following four alternative assessment techniques build on classroom activities to provide insight to student learning.

Retellings. After students read a story or have one read to them, ask them to retell it as if they were telling it to a friend who never heard it before. It is important to let students know in advance that they will be asked to do this. To analyze the retelling quantitatively, use a checklist of important elements in the story (setting, plot, resolution, etc.) and assign a score for each.

Qualitative evaluation focuses on students' deeper understanding of the story and ability to generalize and interpret its meaning. This type of evaluation can be noted in the form of comments at the bottom of the checklist. Retellings can be done individually or in groups. Teacher prompts may be required to help lead some students through the story.

Portfolios. Portfolios are systematic collections of student work over time. These collections help students and teachers assess student growth and development. It is essential that students develop a sense of ownership about their portfolios so they can understand where they have made progress and where more work is needed.

Portfolio Content. The content of portfolios will vary with the level of the student and will depend on the types of assignments they are given in class. In addition to completed reports, poems, letters, and so forth, portfolios often contain first and second drafts. Reading logs and audiotape recordings can also be included. As portfolios are assembled, it is important that students keep them in a place where they have easy access to them. Students should be encouraged to browse through their portfolios and share them with classmates.

Criteria for Selecting Items for Portfolios. Although almost all work may initially be included, portfolios can quickly become unmanageable if they are too large. Portfolios that will form the basis for assessment can be assembled at the end of each term and at the end of the school year. A specific number of items for inclusion (often five or six) and criteria for selecting them should be agreed to by the teacher and students.⁹

Evaluation of Portfolios.Portfolio evaluation often occurs at three levels: the student, the student's peers, and the teacher. For each piece selected, students may be asked to describe briefly why they chose it, what they learned, and what their future goals are. Students can also be asked to prepare an overall evaluation of their portfolio.

Classmates are frequently enlisted in portfolio evaluation. Their evaluation can focus on what they see as the special strengths of the portfolio, their personal response to some item in the portfolio, and a suggestion of one thing their classmate could work on next.

Portfolio evaluation by the teacher should build on that of the student's and peer's. Although the teacher evaluation may result in a grade, it is important that an opportunity be found for discussion with the student. This discussion should culminate in agreement on future goals.

Although not a part of the formal evaluation process, it is helpful, particularly for elementary school children, for parents to review the portfolios. Portfolios can be sent home or they can be reviewed at the time of the parent-teacher conferences. It is essential that teachers take steps to help parents understand that their role should be to provide encouragement and that they should focus on the positive and not be critical.

In the development and use of classroom assessment tools, certain issues must be addressed in relation to the following important criteria.A. Purpose and Impact-- How will the assessment be used and how will it impact instruction and the selection of curriculum?

B. Validity and Fairness-- Does it measure what it intends to measure? Does it allow students to demonstrate both what they know and are able to do?

C. Reliability-- Is the data that is collected reliable across applications within the classroom, school, and district?

D. Significance-- Does it address content and skills that are valued by and reflect current thinking in the field?

E. Efficiency-- Is the method of assessment consistent with the time available in the classroom setting?

There is a wide range of assessments that are available for use in restructuring science assessment in the classroom. These types of assessments include strategies that are both traditional and alternative. The various types of alternative assessments can be used with a range of science content and process skills, including the following general targets.

Declarative Knowledge-- the "what" knowledge

Conditional Knowledge-- the "why" knowledge

Procedural Knowledge-- the "how" knowledge

Application Knowledge-- the use of knowledge in both similar settings and in different contexts

Problem Solving-- a process of using knowledge or skills to resolve an issue or problem

Critical Thinking-- evaluation of concepts associated with inquiry

Documentation-- a process of communicating understanding

Understanding-- synthesis by the learner of concepts, processes, and skills

Assessment can be divided into three stages: baseline assessment, formative assessment, and summative assessment. Baseline assessment establishes the "starting point" of the student's understanding. Formative assessment provides information to help guide the instruction throughout the unit, and summative assessment informs both the student and the teacher about the level of conceptual understanding and performance capabilities that the student has achieved¹⁰. The wide range of targets and skills that can be addressed in classroom assessment requires the use of a variety of assessment formats.

CONCLUSION

An effective, goal-oriented, teaching-learning sequence contains clearly understood objectives, productive classroom activities, and a sufficient amount of feedback to make students aware of the strengths and weaknesses of their performances. Feedback and evaluation are inseparably related to both instructional objectives and classroom learning activities and are indispensable elements in the learning process.

Classroom assessment and evaluation is like a feedback. Loop-assessment activities are motivated and shaped by instructional purposes, plans and practices in the classroom and decisions that arise from the results of these activities in turn lead to reshaping of these instructional purposes, plans and practices.

Effective classroom assessment and evaluation requires an understanding of the role of evaluation in planning and delivering instruction. It calls for the collection and interpretation of a wide range of information, familiarity with a variety of different methods of assessment and for competence in using these methods creatively, careful and systematic record keeping and judgment. Finally, an effective classroom assessment and evaluation calls on teachers to become agents of change in their classrooms actively using the results of assessment to modify and improve the learning environments they create.

There will be acceptance of the principle that all people can learn uder the right conditions. An implication is that "If a program does not achieve the intended goals. Then it is redesigned until it does. There are no learner failures only program failures." Alternative assessment holds great promise for EFL students. Although the challenge to modify existing methods of assessment and to develop new approaches is not an easy one, the benefits for both teachers and students are great.

The ideas and models presented here are intended to be adaptable, practical, and realistic for teachers who are dedicated to creating meaningful and effective assessment experiences for EFL students. As the methodology is developing, alternative assessment is also becoming fulfilled. It is as we know, a form of student performance grading that allows for a more holistic approach to student assessment. The traditional form of student assessment involves the average grading of a cumulative set of work for a given time period. With alternative assessments, students are enabled to provide their own responses rather than simply selecting from a given list of options. Alternative assessment can also encompass a portfolio of work to represent an entire use of concepts, similar to the way a traditional final examination is intended to be a cumulative demonstration of material learned over a given time period. But there is no one sole way to assess in EFL courses. EFL is an approach; as a result, there is no particular kind of language, teaching material or methodology which defines these languages. The focus is definitely placed on what the students know and can do and on what they do not know. Alternative assessment can be thought as performance assessment since it emphasizes processes and competencies, while it de-emphasizes theoretical scoring outcomes.

With the help of my research, I was able to find out the great amount of data about assessment and its' types.In my practice I used all of them and made a conclusion that dividing the assessments into variety of types is very affective, for they aid the teachers to assess the student's knowledge and comprehension.

REZYUME

Bugungi tezkor rivojlanayotgan zamonda lm-fanda ham katta o’zgarishlar, sezilarli yutuqlarga erishilmoqda. Har bir fanni yangi innovatsion pedagogik texnlogiyalardan foydalanib talabalarga yetkazib berish bugungi kundagi ta’limning asosiy talablaridan biri hisoblanadi. Ayniqsa, O’zbekiston Respublikasining birinchi Prezidenti Islom Abdug’aniyevich Karimovning 2012 yil 13 dekabrdagi PQ 1875 –sonli qarori qabul qilingandan so’ng mamlakatimizda chet tillarni o’qitishga, o’rganishga bo’lgan e’tibor yanada kuchaydi. Yurtimizda chet tillarni o’qitilishida yangicha bosqich, yangucha davr boshlandi. Chet tili darslarining o’itilishi jarayonida ilg’or pedagogik texnologiyalarni, interfaol, innovatsion usullardan, kommunikativ-axborot vositalaridan foydalanish talab qilinmoqda. Respublikamizda chet tilining o’qitilishi, chet tili o’qituvchilarining bilim va ko’nikmalarini baholashning umumevropa ramkalari tavsiyanomalari (CEFR) ga mos ravishda yangi usul va talablari ishlab chiqildi. Unga ko’ra umumta’lim maktablari va kasb-hunar kollejlari o’quvchilari uchun darsliklar yaratildi. Ushbu talablarga mos ravishda o’quv xonalari stendlar va yangi axborot kommunikativ texnikalar bilan jihozlandi. Chet tili o’rganishga bo’lgan talab ham kundan kunga oshib bormoqda. Chet tili fani to’rt aspectga (o’qish, yoish, tinglab tushunish va gapirish) bo’linib, ularning har biri bo’yicha alohida tushuncha va ko’nikmalar berilmoqda.
Ushbu kurs ishi ingliz tilini o’qitishda zamonaviy baholash talablariga bag’ishlanadi.

Bilimlarni tekshirish va baholashning ta’limiy ahamiyati shundan iboratki, bunda o’quv materialining o’zlashtirilganligi ta’lim beruvchi ham, ta’lim oluvchi ham muayyan ma’lumotga ega bo’ladi. Baholash natijasida, ta’lim beruvchi uchun ta’lim oluvchilarning nimani bilishi va nimani tushunmasligi, qaysi material yaxshi o’zlashtirilganu, qaysi biri yetarli darajada o’zlashtirilmaganligi yoki umuman o’zlashtirilmaganligi ma’lum bo’ladi. Bu ta’lim oluvchining bilish faoliyatini tashkil etish va boshqarish uchun asos bo’lib hisoblandi. Ta’lim beruvchi o’z ishining afzalliklariga va kamchiliklariga tanqidiy baho beradi. O’z ish metodlariga tuzatishlar kiritadi. Shuningdek, baholash natijalari ta’lim beruvchining o’quv dasturidagi materiallarni ta’lim oluvchilarning bilish imkoniyatlari nuqtai nazaridan qayta ko’rib chiqishi va baholashi uchun ham juda muhimdir.Kurs ishining dolzarbligi ingliz tilini o’rganuvchilar uchun muhim ma’lumotlar baholash tizimining muhimligi va samarali shakllantirishni o’z ichiga oladi.

Topshiriqlar strukturasining yaxshiroq va osonroq analitik tashkil qilinganligi va ularning o’rganuvchilar uchun loyiha ishining samarasining ahamiyati haqidadir.

Kurs ishining o’rganilganlik darajasi. Ingliz tili darslarida baholsh tizimining har xilligi va samarali usullardan biri sifatida ko’plab olimlar tomonidan chuqur tadqiq qililngan va o’rganilgan. Misol uchun, Bridley, G., Kh.I.Abdurakhmanova, I.M. Demidova, M.I. Iriskulov, N.V. Promeno, M.A. Sabirova, S.T. Black, P., & Wiliam, D. va boshqalar ular ingliz tilini o’rganish jarayonida baholash tizimining talablari va dars jarayonlarini rivojlanishiga o’z hissasini qo’shishgan.

Kurs ishining maqsadi. Ba’zan baholash jarayonida ta’lim oluvchi qo’shimcha bilim, ko’nikma va malakalarga ham erishadi. Ta’lim jarayonida o’zlashtirmagan tushunchalarning mohiyatiga tushunib yetadi. Shu bois, baholashni ta’lim olish jarayonining davomi deb ham aytish mumkin.

Ingliz tilini o’rganuvchilar Ta’lim jarayoniga zamonaviy — kommunikatsion texnologiyalarni olib kirish ulardan maqsadli va to’g’ri, unumli foydalanish, ular orqali o’quvchida chet tiliga bo’lgan qiziqishni orttirish, o’qitish samaradorligini oshirish eng muhim masala hisoblanadi. Bu orqali ta’limning innavatsion texnologiyalaridan foydalanishga imkoniyat tug’iladi va talab ortadi .

Kurs ishining vazifalari. Ta’lim jarayoniga yangiliklarni olib kirish va ularni tadbiq qilish orqali ta’lim samaradorligini oshirish nazarda tutiladi.
Taqiqotning ob’ekti . Til o’rganish va o’qitishda zamonaviy baholashning roli beqiyosdir.Zamonaviy baholash vositalardan foydalanish chet tili o’rganishning har bir aspect (o’qish, yoish, tinglab tushunish va gapirish)ida qo’l keladi.
Tadqiqotning predmeti. Ingliz tilini o’rganishda izlanuvchilaning bilim darajalarini oshirishdani borat.

Tadqiqodning metodlari. Kurs ishini yozish jarayonida bir qancha metodlardan foydanildi. Izlanish,taqqoslash, tahlilqilish, kuzatish va tadqiq qilishmetodlarini o’z ichiga oladi.

Tadqiqotning nazariy ahamiyati. Samarali so’zlashish, o’qish, yozish va tinglash mahoratida va bo’lajak o’qituvchilarga bu usulni o’rgatish va to’g’ri baholashni o’rgatish

Tadqiqot ishining amaliy ahamiyati. Ingliz tilini o’rgatishda baholash mezonlarini tushintirish va ingliz tilidagi darslarda foydalanishni isbotlaydi. Bu esa tadqiq qilmoqchi bo’lganlarga bu kurs ishi ko’nikma sifatida yordam berish mumkinligini yoritib berishdir.

Kurs ishining tuzilishi va hajmi. Kirish, asosiy qism va xulosa. Asosiy qism uchta bobga bo’linadi. barcha boblar ikkita paragrafdani borat. Xulosada tadqiqotning asosiy natijalariga xulosa qilinadi va foydalanilgan manba, malumotlar bo’limida ko’rsatiladi.

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