English
CRITERIA AND INDICATORS FOR ASSESSING THE SPEECH COMPETENCIES OF SECONDARY SCHOOL STUDENTS IN EDUCATIONAL CENTERS
Journal
Historical and Contemporary Trends in the Philosophy of Education: Education, Knowledge, and Methodologies
Issue
Ta'lim falsafasida tarixiylik va zamonaviylik tendensiyalari: ta'lim, bilim, metodlar
Abstract
This article examines the problem of assessing the speech competencies of secondary school students who study English at educational centers. Based on the analysis of theoretical approaches to communicative and speech competence and on the results of pedagogical experimental work, the article proposes a system of five assessment criteria – linguistic, communicative, pragmatic, sociocultural and strategic (compensatory) – together with their indicators and three levels of mastery (high, medium and low). The article also identifies the main linguistic, psychological and methodological difficulties that students face in oral communication and substantiates the role of combining formative and summative assessment. The results of the experiment conducted at Everest educational centers in Tashkent, Namangan and Samarkand showed that the systematic use of the proposed criteria contributed to an increase in the results of the experimental groups by 1.14–1.15 times compared to the control groups.
Keywords
B1 level
accuracy
assessment criteria
educational centers
fluency
formative assessment
indicators
levels of mastery
secondary school students
speech competence
summative assessment
Oʻzbekcha
Mazkur maqolada o‘quv markazlarida ingliz tilini o‘rganayotgan umumta’lim maktabi o‘quvchilarining nutqiy kompetensiyalarini baholash muammosi ko‘rib chiqiladi. Kommunikativ va nutqiy kompetensiyaga oid nazariy yondashuvlar tahlili hamda pedagogik tajriba-sinov ishlari natijalari asosida beshta baholash mezoni — lingvistik, kommunikativ, pragmatik, sotsiomadaniy va strategik (kompensator) mezonlar, shuningdek, ularning ko‘rsatkichlari va o‘zlashtirishning uchta darajasi (yuqori, o‘rta va past) taklif etiladi. Maqolada o‘quvchilarning og‘zaki muloqot jarayonida duch keladigan asosiy lingvistik, psixologik va metodik qiyinchiliklari aniqlanib, joriy va yakuniy baholashni uyg‘unlashtirishning ahamiyati asoslab beriladi. Toshkent, Namangan va Samarqand shaharlaridagi Everest o‘quv markazlarida o‘tkazilgan tajriba natijalari taklif etilgan mezonlardan tizimli foydalanish tajriba guruhlaridagi natijalarning nazorat guruhlariga nisbatan 1,14–1,15 baravar oshishiga yordam berganini ko‘rsatdi.
B1 darajasi.
aniqlik
baholash mezonlari
izchillik
joriy baholash
ko‘rsatkichlar
nutqiy kompetensiya
o‘quv markazlari
o‘zlashtirish darajalari
ravonlik
umumta’lim maktabi o‘quvchilari
yakuniy baholash
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