ALIGNING TEACHER-CREATED ASSESSMENTS WITH CEFR-BASED EXTERNAL LANGUAGE TESTING IN UZBEKISTAN

Abstract

This article explores the relationship between teacher-created assessments and external language assessment practices aligned with the Common European Framework of Reference for Languages (CEFR) in Uzbekistan. Especially, it highlights the role of CEFR in defining language proficiency levels and guiding the development of standardized multi- level tests that evaluate learners’ skills in listening, speaking, reading, and writing. The study focuses on the implementation of speaking assessments, particularly role-play activities, as an effective classroom strategy to prepare students for external evaluations. It also discusses the use of holistic and analytical rubrics to ensure reliable and valid assessment of learners’ performance. By integrating classroom-based assessments with CEFR descriptors, the article emphasizes the importance of consistency, communicative competence, and learner-centered evaluation. The findings suggest that teacher-created assessments, when aligned with international standards, significantly enhance learners’ language proficiency and readiness for formal testing.