Types of assessment of pupils English speaking competence of learners of primary classroom with the organization of education in the Uzbek language

The article highlights the peculiarities of assessment in teaching English to primary school students whose native language is Uzbek. A comparative analysis of the Common European Framework of Reference for Languages: Learning, Teaching, and Evaluation (CEFR) and the qualification requirements established for graduates of the A1 level of the English language curriculum for general education schools was conducted. Based on the descriptors of the A1 level, foreign experience in improving the curriculum and subject program, approaches to learning and teaching English as a foreign language and second language status was studied. The author conducts a comparative study of the current (formtive), intermediate (interm), and final (summative) types of assessment for determining the level of mastery of English speaking competence. The article summarizes the definitions of assessment and develops the author’s definition. In the author’s opinion, assessment is a tool for identifying difficulties that caused errors and preventing them. The article developed proposals and recommendations on which type of speech to use when determining the level of formation of the competence of expression of thoughts in English. For example, in the current control type of determining the level of mastery of speaking competence in English, the level of assimilation of language material within the framework of speech topics studied in practical classes is determined. In this case, the language material is practiced in the type of speech activity. The type of intermediate control is conducted in order to identify difficulties arising in the process of forming the speech competence of primary school students. In the final control type, students’ speaking competence is determined within the framework of various speech topics using the language material designated for the quarter. In the author’s opinion, the terms “formative” and “summative” in foreign literature are not new. The concepts expressed by these terms have long existed in the methodology of teaching foreign languages in Uzbekistan. Therefore, it is advisable to use the possibilities of the Uzbek language when referring to terms.

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