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Abstract
This thesis analyzes the methodological foundations for developing assessment criteria to evaluate learners’ language knowledge, speaking skills, and communicative competence in the process of teaching Uzbek as a second language (L2). In L2 education, assessment should not be limited to determining the level of mastery of grammatical rules but should also encompass learners’ ability to use linguistic units appropriately in real-life communicative situations. From this perspective, assessment criteria need to be aligned with CEFR levels, types of language activities, and components of communicative competence. The thesis discusses the roles of formative and summative assessment, the evaluation of listening, reading, writing, and speaking skills, and criteria such as grammatical accuracy, lexical range, fluency, coherence, pronunciation, and interaction. It also provides methodological recommendations for using practical tasks appropriate to A1–B2 levels and analytical assessment rubrics.
References
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