ASSESSMENT IN INTENSIVE LANGUAGE TEACHING.

##article.authors##

  • Safarova Dildora ##default.groups.name.author##
  • Hasanov Jaloliddin ##default.groups.name.author##
  • Abduqahharov Diyorbek ##default.groups.name.author##

##semicolon##

assessment, intensive language teaching, formative assessment, summative assessment, performance-based learning, language acquisition

##article.abstract##

This article examines the role of assessment in intensive language teaching. It explores different types of assessments—diagnostic, formative, summative, and performance-based—and discusses their application in fast-paced, immersive language learning environments. The article also highlights the importance of continuous feedback, adaptability, and learner-centered assessment to support rapid and effective language acquisition.

##submission.citations##

1.

Alderson, J. C., Clapham, C., & Wall, D. (1995). Language Test Construction

and Evaluation. Cambridge University Press.

2.

McNamara, T. F. (2000). Language Testing. Oxford University Press.

3.

Little, D. (2005). The Common European Framework and the European

Language Portfolio: Involving Learners and their Judgments in the Assessment

Process. Language Testing, 22(3), 321–336.

4.

Leung, C. (2004). Developing Formative Teacher Assessment: Knowledge,

Practice, and Change. Language Assessment Quarterly, 1(1), 19–41.

5.

East, M. (2012). Addressing the Assessment of Intercultural Communicative

Competence: Challenges for Language Education. The Curriculum Journal, 23(4),

409–425.

6.

VanPatten, B. (2003). From Input to Output: A Teacher's Guide to Second

Language Acquisition. McGraw-Hill.

7.

Carroll, J. B. (1967). Foreign Language Proficiency Levels Attained by

Language Majors Near Graduation from College. The Modern Language Journal,

51(6), 355–362.

8.

Lightbown, P. M., & Spada, N. (2013). How Languages are Learned (4th ed.).

Oxford University Press.

9.

Brindley, G. (1994). Competency-Based Assessment in Second Language

Programs: Some Issues and Questions. TESOL Quarterly, 28(1), 109–122.

10. Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 Instruction: A Research

Synthesis and Quantitative Meta-analysis. Language Learning, 50(3), 417–528.

##submissions.published##

2025-04-18