Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги

 Янги Ўзбекистонни қуриш ва ривожланишида ёшларнинг фаоллиги 
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Furthermore, portfolios promote learning. In addition to the work that students 
must include, students are expected to revise and correct their work (Brown, 2004).
Therefore,‖ Smith‖ (1997)‖ claims‖ portfolios‖ ‖ not‖ only‖ direct‖ the‖ students’‖ attention‖ to 
mistakes but also help them understand their strengths and weaknesses thereby 
increasing‖learner’s‖responsibility.‖‖This‖offers‖motivation‖to‖improve,‖which‖accelerates‖
and augments classroom learning. Portfolios offer a positive approach to assessment, as 
they are less threatening than tests. 
It is evident, that implementing portfolios in foreign language learning is proven 
to be effective mode of assessment and it shows the real knowledge of language, his/her 
procedural knowledge. Besides, compared to standardized and quantitative 
assessments, theimportant evidence towards correct and valid assessment of student 
achievement are provided by portfolio assessment . And as for declarative knowledge, 
teachers may use any methods and techniques to test students’‖knowledge.‖Usually it's 
easy to grade an exam that tests declarative knowledge, such as a student's ability to 
recall facts or solve familiar problems by applying a known method. However, in so 
doing teachersshould bear in mind some basic rules such as

Not overestimating the importance of theoretical knowledge as it tends to 
create communication barriers;

Providing opportunity for learners to learn rules relevant for their 
communicative needs, otherwise they cannot practice them meaningfully and 
effectively; 

Not overloading studentsat a given time, to avoid creating chaos in their 
system of grammar knowledge.

Connectingnew rules with the learner's existing systemso that permanent 
restructuring may occur. 
Due‖to‖Slater’s(1997)‖and‖Wang’s‖(2001)‖claims the researchers indicated that the 
commonly used series of 60-to-120-minute examinations can only provide teachers, 
parents and school authorities with a quick and limited view of the knowledge a 
student has actually achieved during a semester course. Examinations which focus very 
much‖ on‖ students’‖ memory‖ work‖ on‖ their‖ knowledge‖ and‖ skills‖ learned‖ from‖ the‖
textbooks are often done at the end of a term or a program and in the form of a pencil-
and-paper test. The results of such tests, which are often presented in marks or grades, 
are then reported to the students, to the parents and the school authorities. Test scores 
can’t‖ be‖ used‖ to‖ inform‖ teachers‖ and‖ students‖ of‖ their‖ overall‖ teaching‖ and‖ learning‖
effectiveness. Even if they can reveal some aspects about‖teachers’‖teaching‖or‖students’‖
learning, it is too late for them to do anything about them as it is already the end of a 
learning period. Some test items such as conventional multiple choice items are 
designed‖to‖determine‖what‖the‖student‖doesn’t‖know and do not provide the teacher 
with enough information to ascertain why the student gave a particular response. And 
in‖ the‖ context‖ of‖ writing,‖ multiple‖ choice‖ tests‖ of‖ ‘writing’‖ cannot‖ identify‖ a‖ writer’s‖
proficiency, let alone his or her strength and weakness as a writer. Unfortunately, even 
student-supplied responses, in-class essays, and quantitative problem-oriented test 
items are severely limited in scope and complexity due to unavoidable time constrains. 
Mostly students are judged on the basis of a single test score from a test of questionable 

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