In English O’zbek tilida

Norm-referenced assessment Assessment of learner’s progress and achievement with reference to the levels of achievement of his/her peer group and/or by reference to norms derived from a sample of a similar population.
	Numeracy The ability to use mathematical skills in appropriate and meaningful ways in order to meet the varied demands of personal, study, social and work life. See also ‘Mathematical literacy’.
	no confidence judgement See ‘confidence judgement’.
	notional hours of learning The number of hours that (it is expected) a learner at a particular level will spend, on average, to achieve the specified learning outcomes at that level.
	Objective assessment When the opinion or judgement of the person marking a test is not needed to assess learners. The questions in the test/assessment have one correct answer. Objective assessment takes place when marking tasks such as multiple-choice questions or true/false questions because the marker does not need to decide if the answer is right or wrong as there are clear correct or incorrect answers. See subjective assessment.