Til bo’yicha bilimlarni baxolash turlari va me’zonlari

Non-European languages

The framework have been translated in 2008 into Chinese. In 2011, French sinologist Joël Bellassen suggests the CEFR together with its metalanguage could and should be adapted to distant languages such as Chinese, with the necessity to adapt and extend with relevant concepts proper to the new language and its learners. Various efforts on adaptation to Chinese language have been lead.
In Japan, East-Asian languages teaching are largely ignored due to the Japanese society being mainly oriented toward Western languages teaching, missing a valuable opportunity for Japanese to directly reach neighboring countries and for smaller languages to solidify their languages' teaching.^[100]

Computer languages

The CEFR methodology has been extended to describe and evaluate the proficiency of users of programming languages, when the programming activity is considered as a language activity.

Discussion questions:

1. 
   What is CEFR?
   
2. 
   What are the reference levels of CEFR?
   
3. 
   Tell about the history of assessment.
   
4. 
   What are the language activities that the CEFR distinguishes?
   
5. 
   Describe the common reference levels.
   
6. 
   What are the difficulties in aligning the CEFR with teaching programmes?
   
7. 
   What are the domains of CEFR?
   
8. 
   Discuss Certification and teaching enabled by the CEFR.
   
9. 
   What are the other scales of language assessment?
   
10. 
    How is CEFR adapted in Uzbekistan for National certificate?
    

Test methods
Key words: Test methods, Assessment for learning, Assessment of learning, gathering, analyzing, interpreting and using information about student’s knowledge, diagnostic assessment; peer-assessment; self-assessment; and continuous assessment
Assessment is an inseparable part of teaching, influencing the decisions teachers make, the actions they take, and the suggestions they offer for student learning. Classroom assessment, specifically, refers to methods and procedures used by the language teacher for gathering, analyzing, interpreting and using information about student’s language abilities for decision making purposes. The terms often identified in the language assessment and testing literature to refer to assessment of students are formative and summative assessment. In this section, we focus on formative assessment or what is accurately – and more recently – identified as Assessment for Learning (AfL). AfL is about assessments, both formal and informal, which provide information for teachers and students to identify the next steps for learning.
Think about the following:
1) How do student assessment results influence the way we teach, design syllabi,
and/or approach the language classroom context?
2) Should we involve students in the language testing and assessment process; if so, how?
UZBEK VIGNETTES
An English language teacher at a prestigious ‘foreign language university’ discussed assessment at her university. She explained the following: “I have observed that some teachers diagnose their student’s language levels at the beginning of the course and some do not. One teacher explained the course she teaches does not need to be diagnosed as the content is new and therefore she simply begins by providing the planned input. My other colleague insists on checking students’ language level (e.g., knowledge and skills) before providing any instructions. However, she struggles with choosing proper ways to learn about the student’s abilities.”