Til bo’yicha bilimlarni baxolash turlari va me’zonlari

Three basic tenets

1. 
   We have to use assessment tasks which focus on the kinds of texts the learners will hear in 'the real world'.
   
2. 
   We need to design tasks which accurately show the learners' ability.
   
3. 
   We need to have a reliable way to score the learners' performance.
   

These three factors are to do with ensuring reliability and validity.

Identifying listening text types

The first step is to find out what sorts of texts the learners will need to access and what strategies are appropriate for the purposes of listening. This is by no means an easy undertaking, especially if the course is one in General English (also known as ENAP [English for No Apparent Purpose]) when it is almost impossible to predict what sorts of texts, for what purposes the learners may one day need to access (see below for a generic check-list of skills).
On courses for very specific purposes, it is easier to identify the sorts of texts the learners will encounter and the purposes for which they will listen to them but there is no related set of subskills that we can identify with confidence that will allow them easy access to texts in particular topic areas. We can, however, look at the types of texts and identify key listening strategies to focus on. For example:

Situation	Skills needed
ANNOUNCEMENTS	Good monitoring skills to decide on relevance (Is this my flight?) and the ability to extract vital data (gate numbers, platforms etc.)
LECTURES	Listening for signposting (sequences, itemisation, prioritisation, importance etc.)
RADIO AND TV	Gist listening to entertainment to follow a plot Monitoring for relevance in a news broadcast Using visual clues to understand TV programmes
INSTRUCTIONS AND DIRECTIONS	Intensive listening for detailed understanding
MEETINGS AND SEMINARS	Intensive listening to understand detail and locate relevance On-going monitoring to identify questions and invitations to comment
DIALOGUES	Gist listening to follow a conversation Intensive listening if the listener is a (potential) participant

Speaking is a complex skill requiring simultaneous use of different abilities, because, here, speakers (learners) need to employ vocabulary, grammar, pronunciation, intonation, and organization of content of speech at the same time. No skill is so difficult to assess as speaking ability.