The ministry of higher and secondary specialized education of the republic of uzbekistan

1.3.2 ASSESSMENT FOR LEARNING

The information we gathered about students might help the teachers to use in the process. After this section I had been able to plan and organize and I understood that before planning the teacher should think what kind of materials to prepare and is the syllabus suits appropriately. Information about students’ knowledge abilities can be collected either before or during the teaching process which might inform the teacher about further actions to be taken in our classes. Usually understanding student`s language skills happens in interaction – either in the oral or written for – between a student and teacher. Thus, understanding in what way our feedback plays a role in the student`s learning process is also a very important area for language teachers to consider. As we learned diagnostic assessment is an act of gathering information that helps us identify learners` both strong and weak points with regards to course content and associated directly to the course syllabus. Diagnostic assessment need to match what is expected to be taught in the course syllabus before lesson. I am planning to use diagnostic assessment in my future process in order to achieve more success always I mean before, during, after the lessons. I think it influences my teaching process and prevents me and my students from wrong focus and waste of time.

Using from assessment during the lesson provides opportunities both teachers and students to form their further path in learning. If we use it correctly while teaching assessment for learning can bring about significant changes to all in learning and teaching processes. It is important to remember that assessment never ceases, it exists in everything a teacher does, in other words, anything that is done before and during class sections can provide valuable information to a teacher to act on.