Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги ўзбекистон давлат жаҳон тиллари университети инглиз тили назарий фанлар кафедраси

Judging the quality of CAR projects
Although CAR projects are not as comprehensive as traditional educational research, their quality can still be assessed using the guidelines of Glassick, et al (1997) in Scholarship Assessed.
Conclusion
Classroom Action Research fits comfortably under the umbrella of Scholarship of Teaching and Learning. Along with traditional educational research and course portfolios, CAR is a way of systematically examining teaching to gain new insights. One can certainly be an excellent teacher without engaging in CAR (or other types of SoTL), but participation in some version of SoTL enhances one's knowledge of the profession of teaching. CAR is very attractive to faculty at all types of institutions. Those at primarily research institutions may welcome the opportunity to look at teaching with the same scholarly eye that they use for disciplinary research. Those at primarily teaching institutions (including vocational tech and community colleges) usually lack support for disciplinary research. They may find that their institutions provide a rich source of CAR data and that administrators appreciate these research endeavors.


TESTING
What are the aims of the lesson observation?
What are the types of the lesson observation?
What are the rules of the lesson observation?


LECTURE 8. TECHNOLOGIES OF ASSESSMENT AND TESTING
Lecture outline:
KNOWLEDGE, SKILLS
TYPES OF CONTROL
CONTROL FORMS
OBJECTS OF CONTROL
TEST TYPES
QUALITIES OF TESTS
TESTING TECHNIQUES

Key words: assessment, language proficiency, country-study and linguo-cultural knowledge, learning goals and objectives, knowledge and sub-skills – language competence, using knowledge and language sub-skills, country-study and linguo-cultural knowledge, knowledge, information form, construction of words, receptive and productive speech activities, types of control, forms of control, skills, and control requirements. proficiency tests, achievement tests, diagnostic tests and placement tests, reliability, validity, consistency and practicality

REFERENCES

1. Jalalov J.J. and others.. English Language Teaching Methodology, 2015
2. Jalalov J.J. Чет тил укитиш методикаси. 2012

In the methods of teaching foreign languages to the realization of the following concepts, such as knowledge. Knowledge - is the information form, construction of words, the information necessary to carry out operations with linguistic material in the process of receptive and productive speech activities (speaking, reading, writing, listening, and translation).

Skills - this is a conscious action with the language material (phonetics, vocabulary, grammar) during receptive and productive speech activity.
Skill - an operation with the language material (phonetics. vocabulary, grammar) during receptive and productive speech activity driven to automatism. The effectiveness of teaching is more dependent on the systematic monitoring of student performance.
The control allows you to set the feedback, i.e. monitor the progress of students learning teaching material, the development of skills and abilities.
Types of control
Control can be:
Current (by the job) - oral and written
Intermediate - oral and written
Outcome - Oral and written
Question: Think and tell me what requirements should control?
Control requirements
To control to be effective, it must meet the following requirements:
1. The subject of control is the development of skills.
2. Control of knowledge of vocabulary and grammar is held in the monitoring of speech activity.
3. Monitoring should consolidate their knowledge, help repetition of material.
4. There shall be a pre-planned master plan that contains a form of control.
5. Methods and techniques of control should be varied in order to keep the attention of the class.
6. While monitoring the teacher is always working with the whole class.
Forms of control
From the point of view of control method (the survey) can be:
1. face to face
2. individual
3. combined
In a face to face teacher conducts the survey randomly. This allows you to draw a greater number of active students.
At individual teacher survey brings to the board a student and asks him a question, or a student doing a report or essay.
Combined survey - it's a combination of individual and face to face control.
The objects of control is the development of speech skills.
Methods of teaching.
Fortunately / Unfortunately game
Pupils tell the story of the chain. Each of them continues the story with the words Fortunately / Unfortunately.
Assessment as an integrative part of the teaching process
“Assessment” is a very broad term that can cover formal exams and tests, both external and internal, which are structured and built into the fabric of the academic year, as well as more informal types of assessment that teachers undertake as a part of their day-to-day practice. The term “control” is often replaced by “assessment”.
In general, assessment is collecting data for revealing the level of language proficiency achieved within a certain time period. In language assessment, we gather information in a systematic way with the help of language testing tools.
Assessment is a part of the lesson during which the teacher evaluates how students have mastered the material and use it in reception and production of texts in the oral and written forms. For example, we may use an oral interview to gather information about students speaking abilities, then give comments based on that information, and make a decision what material and activities we should use if the students need more work on oral fluency. Thus, within the EL classroom we reveal sources and zones of learning difficulties, see the effectiveness of materials and activities, encourage students’ involvement in the learning process, track learners’ upgrading their English, and provide students with feedback about their EL learning progress for further classroom-based applications of language tests.
The objects of the assessment are: a) knowledge and sub-skills – language competence; b) using knowledge and language sub-skills in the process of production and reception of speech and interaction (communicative competence); c) country-study and linguo-cultural knowledge of verbal and non-verbal behavior – socio cultural competence.
The assessment in the ELT process fulfills different functions and objectives, which are shown in Table 16.
Table 1. Functions and tasks of the control
From the position of Functions Objectives
Learners 1) motivation and stimulation;
2) correction;
3) teaching; 1) stimulus and vehicle for gaining learning material;
2) raising creative activity of learners in promotion of self-study and self-correction;
3) opportunity to fixate self-achievement in language proficiency and in noticing shortcomings;
4) eliminating gaps in language;
Teachers 1) diagnostic;
2) checking-correction;
3) evaluation;
4) organization;
5) revising. 1) revealing the level of language performance;
2) predicting learners’ abilities for acquiring material and developing strategies of learning;
3) diagnosing difficulties and shortcomings, choosing the ways of their preventing;
4) creating competitive environment for creative activity;
Who are responsible for monitoring 1) managing;
2) organization;
3) analytical. 1) monitoring the educational activity of learners and teachers;
2) monitoring the objectivity and reliability of assessment techniques of learners’ achievements;
3) determining and analyzing the dynamic progress and regress in learners’ achievements;
4) creating a competitive environment for teachers’ and learners’ creative and productive activity;
5) analyzing the persistent control of teaching and learning processes;
6) predicting perspectives of education system development.
We should identify learning goals and objectives with students’ achievements and assessment. We need to create tools of assessment that will help us evaluate and understand whether our learning outcomes have been achieved. But we also recognize that the assessment contributes to achieving some of our communicative goals. The tools of assessment we set up can be very different both in the skills they focus on, and also in the way they are executed. The assessments might be individual, pair, or group-based. The assessments evaluation and feedback are also very important.
The feedback could be provided by students, it could even be practiced by the students themselves and thus encourage their self-assessment. What is the outcome of this process? It is a picture of students’ progress and a better understanding of whether the content of the course achieves its goal. In light of what we learn about students’ performance during the learning cycle (Figure), some changes may need to be incorporated to the content of the course.
Types, forms and techniques of assessment in ELT
In the teaching process the summative and formative types are distinguished. Summative assessment often takes place at the end of a unit, module, or the whole course. The focus tends to be on the mark and the idea is to evaluate how well a student has learned what has been presented. Formative assessment takes place during a course, module or unit. The focus is more on gathering data about students’ progress and using this data to help them improve language and fill in communicative gaps. In the teaching process the summative assessment is supported by the formative assessment data. We assess students at different stages and provide feedback that they can use to improve, re-draft or change what they are currently working on, but also to help them in their future learning (often referred to as feed-forward).
There are four stages in organizing classroom assessments: 1) planning assessments; 2) collecting data on students’ learning through the assessment; 3) making judgments about students’ performance, or evaluation; 4) providing appropriate feedback.
The assessment correction and organizing feedback are differentiated. Where the lesson makes use of accurate reproduction and drilling techniques, it needs to be carefully organized, during this stage, students’ errors and mistakes will be corrected almost instantly.
There is a distinction between two different kinds of feedback. Content feedback concerns an assessment of how well students have performed the activity as an activity is more important than a language exercise; e.g. when students have completed a role-play the teacher first discusses with students the reasons for their decision in the simulation. Form feedback tells the students how well they have performed linguistically, how accurate they have been.
During the teaching process assessment eventually leads to evaluation. Evaluation is used as a final judgment about students’ level of performance which has been measured by using different tools. Evaluation refers to the extent to which the teaching/learning objectives, stated at the beginning of a school year, term or lesson have been achieved. This judgment is formally expressed in numbers and per cent or marks, grades or informally in scores or points, which eventually can be converted into marks.
In Uzbekistan evaluation at schools, lyceum and college is organized in the frame of five-score (1, 2, 3, 4, 5) marking. Assessment conducts within: 1) current control, 2) terminal (intermediate, or interval) control, 3) final control. But it is necessary to indicate here also preliminary control, because its role is important for organizing the ELT process.
The process of assessing students’ performance is done by using variety of ways, techniques and forms. There are many techniques or activities of language performance in ELT. Dictation exercises, strip stories, tests and written assignments are all examples of different types of techniques and activities suitable for English language learners. Simple dictation exercises require students to write down a passage read aloud by the teacher. These exercises offer an assessment of students' listening and writing skills. Strip stories require students to organize a short passage into the proper order after it has been taken apart and reorganized. Strip stories test reading comprehension and narrative awareness.
Testing is the most widely spread technique used for assessing students in the classroom. There are different tests: multiple choice, matching, true-false, fill-in-the-blanks tests, cloze and dictation procedures; assay exams; oral interview – but also tests differing in scope and structure from these well-known options. Technological development has led to a number of new language testing formats, including computer-based and computer-adaptive tests, audiotape-based oral proficiency interviews, and web-based testing.
A communicative test approximates to real language use in the real world. For example, dictation and cloze tests are considered non-communicative types, while role-play, letter and essay writing, following instruction, problem-solving, oral interview are communicative tests. But, for example, cloze tests provide a good way of gauging a student's written, reading, grammar and vocabulary proficiencies.
Multiple choice tests and written assignments are good ways of assessing vocabulary, reading comprehension and writing skills.
Thus, language tests are simply instruments or procedures for gathering particular kinds of information, typically information having to do with students’ language abilities. Tests have a variety of formats, length, item types, scoring criteria, and media.

Table 2. Types, forms, tasks, techniques of the assessment

Types of assessment Forms of assessment Objectives of assessment Techniques
Preliminary control -oral;
- written;
- individual;
- group. - to define
the level of language proficiency, the level of cognitive and learning abilities, and motivation to EL;
- to make acquainted with new requirements and teaching conditions. - interview and tests;
- oral or written tasks.
Current control -individual, frontal, pair and group work in oral and written forms.
- homework tasks;
- project forms of work;
- implicit control using different questions or plays;
- self-control;
- mutual control. - to make diagnostic of shortcomings in language performance;
- to correct errors, mistakes;
- to assess the level of language performance in the frame of the gained material;
- to provide revising and rotation the acquired material as an addition to the new one;
- to develop reflexive skills and self-evaluation;
- monitoring the process of teaching and bringing up. - oral and written assignments for forming and developing all sub-skills and skills in the form of topics and situations of communication;

Intermediate control - individual, frontal, pair, group forms;

-self-control and mutual control. - to define a dynamic of language proficiency of each student and whole class;
- to make diagnostic of students’ gaps and shortcomings in output;
- to define the level of learning sub-skills. - tests;
- oral or written tests and assignments;
- creative assignments.
Final control - individual - to reveal the level of language proficiency in accordance with the syllabus requirements. - tests;
-oral or written assignments.