Assessment for Learning and Assessment of Learning: Formative and Summative Approaches in Foreign Language Education in Uzbekistan
DOI:
https://doi.org/10.5281/zenodo.22096565Ключевые слова:
formative assessment; summative assessment; foreign language teaching; English language education; assessment and monitoring; learner-centered education; CEFR; digital technologies; feedback; communicative competenceАннотация
This article examines the role of formative and summative assessment in improving the effectiveness and
quality of foreign language teaching in the education system of Uzbekistan. It analyzes contemporary assessment and
monitoring practices, including interactive questioning, diagnostic tests, peer and self-assessment, project-based tasks,
portfolios, oral presentations, standardized examinations, and international language proficiency tests. Particular attention
is given to the integration of digital technologies, learner-centered approaches, continuous feedback, and the Common
European Framework of Reference for Languages (CEFR). The study highlights how formative assessment supports
continuous learning, identifies learning difficulties, and promotes learner autonomy, while summative assessment provides
a comprehensive evaluation of accumulated knowledge and competencies. The article argues that the balanced
integration of both assessment types contributes to objective evaluation, improved teaching practices, greater student
motivation, and the development of practical communicative competence in foreign languages
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