USING PRINCIPLES OF ASSESSMENT TO REDESIGN WRITTEN EXAMINATIONS

Zumrad Khodjieva

doi:10.2024/qj1zf876

Authors

Zumrad Khodjieva Teacher of Samarkand state Institute of foreign languages Author

DOI:

https://doi.org/10.2024/qj1zf876

Keywords:

practicality, reliability, validity, authenticity, feedback, criteria-referenced assessment

Abstract

This paper reports on a study of undergraduate student’s experience with criteria-referenced assessment. It explores three crucial elements of L2 test design: (1) the significance of five central principles of language assessment; (2) the shortcomings of employing only limited production tasks; (3) the significance of applying expanded tasks in assessing students’ writing and reading skills. The research is carried out in one of the educational institutions and concludes with the suggestion that the adapted assessment, which incorporates course objectives and principles of language assessment, serves learners to meet their interests and earn a higher grade.

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