Shifting the assessment paradigm from knowledge to skills: Implementation of new appraisal procedures in EFL classes in Uzbekistan

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.