Assessment of the writing task at language universities

The paper focuses on the assessment of writing tasks in language universities, specifically in Uzbekistan, in light of the implementation of the Common European Framework of Reference for Languages (CEFR). It discusses the shift in language education following Presidential Decree 1875, emphasizing the importance of CEFR in teaching materials and assessment. The paper outlines various aspects of writing assessment, including different types of writing tasks, evaluation criteria, and guidelines for teachers. It also provides correction codes and examples of checked student work.

Asosiy mavzular

• CEFR Implementation: The paper highlights the integration of CEFR in Uzbekistan's education system, emphasizing its role in language teaching and assessment. It stresses the need for teaching materials and assessment methods to align with CEFR standards.
• Writing Assessment Criteria: The paper details the criteria for evaluating writing tasks, including overall impression, register, task achievement, cohesion, fluency, organization, vocabulary range, control, grammatical range, and accuracy.
• Guidelines for Teachers: The paper provides guidelines for teachers to enhance writing test design, including defining the test's purpose, describing the test background, identifying relevant skills, distributing marks, explaining the rating process, and ensuring appropriate difficulty levels.
• Types of Writing Tasks: The paper discusses various types of writing tasks, such as SMS messages, letters, emails, essays, articles, reports, and others, emphasizing the need to select tasks that align with specific objectives and functions.
• Error Correction and Feedback: The paper emphasizes the importance of providing students with feedback on their writing, including error correction codes and explanations of inaccuracies, to promote learning and improvement.