The innovative methods in teaching foreign languages: the role of skill and translation in teaching namangan, uzbekistan

REVIEW OF LITERATURE 
A sea change has been witnessed in the manner of Assessment and Evaluation 
of secondary school students in our country since independence. India needed a 
change in the education system because of the abrupt increase in number of students 
and schools.
Secondary Education Commission (1952-53) 
The Secondary Education commission known as Mudaliar Commission which 
was appointed by the government of India to bring changes in the education system 
was an attempt to make it better for the Nation. The commission had made various 
suggestions in order to improve the systems of examination and evaluation. The 
commission advocated that the number of external examinations should be reduced 
and objective tests should be introduced to change the pattern of questions papers. 
This would discourage cramming and promote rational understanding to assess the 
pupil’s all round “progress a proper report card should be maintained for each and 
every pupil. The system of symbolic or assigning grade and not numerical marking 
should be adopted for evaluating and grading the work of the pupils in external and 
internal examinations. A candidate who has qualified the examination and wishes to 
qualify in any additional subject(s) may appear in a subsequent examination. 
Kothari commission 1964-66 
National education commission popularly known as Kothari Commission was 
set up by the Government of India on 14 July 1964 under the chairmanship of  Daulat 
Singh Kothari, then chairman of the University Grants Commission. The aim of the 
commission was to examine aspects of the educational sector across the country and 
evaluation of a general pattern of education. The commission, under the chairmanship 
of D. S. Kothari, was the sixth commission in India post independence.
The 
commission made many valuable recommendations to reform the examinations 
system in India. The commission recommended that the aim of examination 
reforms should be to improve the reliability and validity of examinations and to 
make evaluation a continuous process. There is a need to increase facilities for 
technical and vocational education at the secondary stage. Secondary and 
vocational education should be according to to the requirements of the 
developing economy and employment opportunities.. Facilities for technical and 
vocational education should cover fields, such as agriculture, industry, trade and 
commerce, medicine and public health, home management, arts and crafts, 
secretarial training, etc.