This article states about aseessment, formative and summative assessment. It also says regarding the introduction of the assessment types as well as their usage in education. Moreover, it explores how these assessment types are being used in schools instead of traditional assessment methods, and whether the new assessment types have brought achievements or not

This research paper examines the theoretical and practical aspects of assessing speaking skills in the context of modern foreign language teaching. Speaking is recognized as a core component of communicative competence, and its accurate assessment plays a significant role in evaluating learners’ linguistic development. The study discusses the foundations of speaking assessment, including fluency, lexical resource, grammatical accuracy, pronunciation, and interactive communication. Various assessment models such as formative and summative assessment, CEFR-based criteria, and analytic rubrics are analyzed in depth. Moreover, the paper explores diverse test formats used in international examinations (IELTS, TOEFL, Cambridge) and highlights the advantages of communicative and technology-enhanced assessment approaches. The findings emphasize that reliable and valid assessment of speaking skills requires standardized criteria, authentic tasks, and integration of assessment into the learning process. The study concludes that systematic evaluation of oral proficiency not only identifies learners’ current abilities but also guides effective teaching strategies and supports continuous language improvement.

Assessment in English language learning plays a crucial role in monitoring progress, diagnosing difficulties, and guiding instruction. Traditionally, assessments have been centered on standardized tests and summative evaluations. However, with shifts in pedagogical paradigms toward communicative competence and learner-centered approaches, modern assessment techniques such as formative assessment, portfolio assessment, peer review, and digital tools have gained prominence. This article examines the differences between traditional and modern assessment methods in English language learning, evaluating their respective strengths and limitations. The study emphasizes the need for a balanced assessment framework that reflects language use in real-world contexts while supporting learner development.

Formative assessment has become one of the most effective strategies for supporting student achievement and fostering a culture of continuous learning. Unlike summative tests, which measure learning at the end of an instructional cycle, formative assessment provides ongoing feedback to both learners and teachers, guiding the teaching process and improving outcomes. This paper explores the role of formative assessment as a driver of lifelong learning, its theoretical basis, practical strategies, and its implications for teacher professional practice. The study highlights how formative assessment promotes self-regulation, motivation, and reflection, positioning it as an indispensable element of modern pedagogy.

Assessment plays a pivotal role in modern education, serving not only as a tool for evaluating student performance but also as a dynamic process that supports and enhances learning. This article explores the fundamental concept of assessment, outlining its primary purposes, diverse types—including formative, summative, diagnostic, self-, and peer-assessment—and the tools commonly used in educational contexts. Special emphasis is placed on modern approaches that integrate technology and competency-based frameworks to promote deeper, student-centered learning. The article concludes that effective assessment is essential for improving teaching practices, informing instructional decisions, and fostering learners' academic and personal growth.

This study examines the attitudes and practices of EFL teachers in Uzbekistan regarding the use of formative assessment to improve students’ speaking skills. The research explores how teachers implement oral feedback, dialogue journals, and peer evaluation in secondary school classrooms. A mixed-method approach was applied using surveys and semi-structured interviews with 25 English teachers. The results show that while most teachers recognize the value of formative assessment for enhancing speaking competence, challenges such as large class sizes, time constraints, and lack of professional training hinder its consistent application. The study concludes with recommendations for improving teacher training and institutional support for formative assessment practices.

Evaluation and assessment are vital components in the realm of language education. This article explores the definitions, purposes, and methodologies of evaluation and assessment, emphasizing their impact on teaching and learning processes.

This article will first explain the diagnostic assessment’s meaning, list the types of diagnostic assessment, along with relevant diagnostic assessment examples. Then it will illustrate the importance of diagnostic assessment in education. We will also cover the advantages and disadvantages of diagnostic assessment in education.

This article will first explain the diagnostic assessment’s meaning, list the types of diagnostic assessment, along with relevant diagnostic assessment examples. Then it will illustrate the importance of diagnostic assessment in education. We will also cover the advantages and disadvantages of diagnostic assessment in education

This article explores the vital role of assessment in the context of teaching English as a second or foreign language. It begins by outlining the main types of assessments, each type serves distinct purposes in tracking student progress, guiding instruction, and fostering learner autonomy.

This thesis investigates the effect of formative assessment techniques on the speaking fluency of Uzbek EFL learners. The study highlights the effectiveness of self-assessment, peer feedback, and immediate oral responses in improving students’ spoken English performance. A mixed-method approach was used involving 30 pre-intermediate learners over six weeks. Data collected through pre- and post-tests, questionnaires, and classroom observations were analyzed. Findings suggest that regular formative evaluation not only boosts speaking skills but also increases learners’ engagement and confidence in classroom communication. The study concludes with recommendations for integrating formative assessment strategies into Uzbek EFL teaching practices.

This study investigates the use of game-based assessment (GBA) to measure communicative competence in a playful and interactive way. By incorporating games into assessment tasks, learners are encouraged to engage actively, apply language meaningfully, and demonstrate authentic communication skills. The findings suggest that playful assessment enhances motivation, provides detailed insights into students’ communicative abilities, and offers practical guidance for educators seeking innovative and effective evaluation methods.

This thesis explоres fоrmative assessment techniques in a student-centered B1 language classrооm, emphasizing hоw such assessments suppоrt learner prоgress and prоmоte self-regulatiоn. It highlights key techniques, including peer and self-assessment, teacher feedback, learning pоrtfоliоs, оbservatiоn, and exit tickets, discussing their rоle in fоstering learner autоnоmy and active engagement. The findings suggest that fоrmative assessment, when effectively integrated, empоwers B1 learners tо mоnitоr and direct their оwn learning, imprоving their language cоmpetence and autоnоmy. Challenges such as time cоnstraints and subjective assessments are alsо cоnsidered, with prоpоsed sоlutiоns tо enhance the efficacy оf fоrmative assessment in language educatiоn.

This article examines the evolving role and conceptualization of assessment within educational frameworks, with a particular focus on the teaching of English as a Foreign or Second Language (EFL/ESL). The analysis begins by tracing the historical dominance of behaviorist theory, which championed objective, standardized testing as a direct measure of atomized learning objectives. This approach, while aiming for scientific rigor, is shown to be misaligned with contemporary, communicative, and learner-centered pedagogical paradigms. The paper argues that such traditional summative assessments can generate student anxiety and fail to capture the complexity of language acquisition. In response, the article explores the significant shift towards constructivist perspectives on learning, which necessitate a parallel transformation in assessment practices. The conclusion posits that effective assessment is fundamentally inseparable from effective teaching, serving as a critical feedback loop that informs instruction, empowers learners, and creates a more supportive and equitable educational environment.

This article describes the essence and content of modern approaches to the assessment of students' knowledge, as well as the main differences between formative and summative assessment.

This article compares the assessment systems in Finnish and Uzbek schools. The article analyzes the assessment approaches, systems, formative and summative assessment options, student motivation, stress levels, and individual development of both countries. While the Finnish system combines formative and summative assessment, encouraging individual development and creative skills of students, the Uzbek system is based mainly on summative and standardized assessment. The results of the comparison show that both systems have their own advantages and disadvantages, and it is important to combine their best aspects for effective education.

This article focuses on the importance of assessing reading skills in the process of language learning and teaching. It highlights the main principles, methods, and tools used to evaluate learners’ reading comprehension and fluency. The paper discusses different approaches such as formative and summative assessment, as well as standardized and classroom-based testing. Special attention is given to identifying learners’ strengths and weaknesses in reading, including vocabulary knowledge, inference-making, and understanding of text structure. The article also emphasizes the role of assessment in improving reading strategies and overall language proficiency. Finally, it provides recommendations for teachers to design effective reading tests and integrate assessment results into instructional planning.

Technology has already been indivisible part of people’s lives. It has already found its way into teaching too. Today, teaching is far more interesting than before thanks to this advancement. This article discusses the role and need of technology in classrooms and looks through a number of tools to use in classrooms for two main purposes: formative assessment in class and teacher development for lesson preparation

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in improving English language proficiency among primary-level learners in Uzbekistan. By examining classroom practices, instructional strategies, and assessment methods in EFL contexts, the research aims to identify how TBLT can enhance communicative competence, learner engagement, and autonomy. Through a mixed-methods approach combining classroom observations, teacher interviews, and student performance data, the study provides insights into the challenges and benefits of implementing TBLT in young learner classrooms. Findings suggest that TBLT significantly boosts language acquisition when supported by well-structured tasks and appropriate formative assessment strategies.

The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners. Students are guided on what they are expected to learn and what quality work looks like. The teacher will work with the student to understand and identify any gaps or misconceptions (initial/diagnostic assessment).

This article explores the issue of improving pedagogical mechanisms in assessing speaking and writing skills in English. The study is based on the theoretical approaches proposed by O’Sullivan (2012) and Weigle (2012) and analyzes ways to enhance the reliability, validity, and practical effectiveness of the assessment process. In assessing speaking, factors such as task design, interlocutor influence, test-taker’s personal characteristics, and assessor subjectivity are considered significant. Moreover, diversifying task formats — including interviews, monologues, role plays, and group discussions — is emphasized as an effective means to comprehensively demonstrate learners’ communicative competence. Regular training and calibration of assessors are also highlighted as essential for ensuring consistency and objectivity in scoring. In writing assessment, maintaining a balance between grammar accuracy, vocabulary richness, and logical organization of ideas is of great importance. Analytical rating scales, such as the FSI model, allow for more detailed identification of learners’ strengths and weaknesses. Furthermore, ensuring fairness in the assessment process — through gender and age balance among interlocutors and equal testing conditions — guarantees the validity and reliability of test results. In conclusion, the article acknowledges that the implementation of modern pedagogical mechanisms in assessing speaking and writing skills plays a crucial role in improving the overall quality of language teaching.

For a start, this article is aimed to analyze the assessment procedure at Academic lyceum under Tashkent State University of Economics with taken part of one student’s learning process.  Nunan (1989) claims that “learners may have a great influence on the effectiveness of the teaching and learning in unexpected ways. For example, a textbook or set of materials may be engaging at a suitable level, and supply necessary practice but not to be appreciated by learners, they fail to see any links between the book and the exams they are working toward.”  For these reasons, it is very essential to make some research under this issue and according to the results it is advisable to make some changes.

The overarching aim of this paper is to discuss some fundamental issues in second language assessment to provide classroom practitioners with knowledge to improve their test development skills. This research is to discuss some fundamental issues in language assessment to provide classroom practitioners with knowledge to improve their test development skills.

For a start, this article is aimed to analyze the assessment procedure at Academic lyceum under Tashkent State University of Economics with taken part of one student’s learning process. Nunan (1989) claims that “learners may have a great influence on the effectiveness of the teaching and learning in unexpected ways. For example, a textbook or set of materials may be engaging at a suitable level, and supply necessary practice but not to be appreciated by learners, they fail to see any links between the book and the exams they are working toward.” For these reasons, it is very essential to make some research under this issue and according to the results it is advisable to make some changes.

This article analyzes the theoretical and practical aspects of designing a perfect reading lesson. It examines effective strategies used during pre-reading, while-reading, and post-reading stages, as well as methods to enhance students’ comprehension and engagement. The importance of differentiation, interaction, and formative assessment in reading instruction is also emphasized. The findings indicate that a well-structured reading lesson significantly improves students’ reading skills, motivation, and self-confidence.