Assessment of the writing task at language universities

This paper discusses the implementation of the CEFR (Common European Framework of Reference for Languages) in Uzbekistan's education system, particularly focusing on the assessment of writing skills in language universities. It highlights the changes in the educational sphere after the adoption of Presidential Decree 1875 and the increasing importance of English language learning. The paper emphasizes the need to align teaching materials and assessment methods with the CEFR standards. It provides guidelines for teachers on designing and evaluating writing tasks, covering various aspects such as task types, assessment criteria, and correction codes.

Asosiy mavzular

• CEFR Implementation in Uzbekistan: Discusses the adoption of the CEFR in Uzbekistan's education system, highlighting its impact on foreign language teaching and assessment, especially in English language learning.
• Writing Assessment Criteria: Focuses on the criteria for assessing writing skills, including overall impression, register, task achievement, cohesion, fluency, organization, vocabulary range, control, and grammatical range and accuracy.
• Guidelines for Writing Test Design: Provides guidance for teachers on designing effective writing tests, covering aspects such as purpose, background, skills involved, mark distribution, rating methods, and measures for ensuring appropriate difficulty levels.
• Correction Codes for Student Work: Introduces a set of correction codes to help teachers provide accurate feedback on student writing, covering areas such as ideas, grammar, organization, and vocabulary.