Shifting the Assessment Paradigm from Knowledge to Skills: Implementation of New Appraisal Procedures in EFL Classes in Uzbekistan
Shakhlo Sadullaeva1, Yana Arustamyan2, Nilufar Sadullaeva3

1Shakhlo Sadullaeva, DSc, Dean of the Faculty of “Vocational Education in the Field of ICT”, Tashkent University of Information Technologies named after Muhammad al-Khwarizmi, Tashkent, Uzbekistan.
2Yana Arustamyan, Associate professor, PhD, Department of Comparative Linguistics, National University of Uzbekistan, Tashkent, Uzbekistan.
3Nilufar Sadullaeva, Associate professor, PhD, Tashkent, Uzbekistan

Manuscript received on October 14, 2019. | Revised Manuscript received on 25 October, 2019. | Manuscript published on November 10, 2019. | PP: 4943-4952 | Volume-9 Issue-1, November 2019. | Retrieval Number: A9179119119/2019©BEIESP | DOI: 10.35940/ijitee.A9179.119119
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Abstract: The present study is devoted to the analysis of the situation emerging in Uzbekistan classes teaching English as a foreign language on the level of higher education in connection with the modernization of assessment procedures. The research aims at defining the problems occurring in assessment systems, analysis of the reasons that lead to this situation, and suggestion of possible solution to them. In the course of experiment different approaches were suggested to the appraisal of knowledge, obtained as learning outcomes and skills, developed as a result of application of the acquired knowledge. The experimental design, basing on four principal stages of monitoring (informational, diagnostic, comparative, and prognostic) proved the inability of the students to employ higher cognitive skills in the process of finding solutions to the problems stated as revised test assignments.
Keywords: Assessment, Evaluation, EFL, Monitoring, Washback Effect
Scope of the Article: Knowledge Discovery