METHODOLOGY FOR ASSESSING THE COMMUNICATIVE MEANING- MAKING COMPETENCE OF FIRST YEAR STUDENTS IN ENGLISH LANGUAGE TEACHING AT HIGHER EDUCATION INSTITUTIONS IN UZBEKISTAN

Abstract

The development of communicative competence is a central objective of modern English language teaching, particularly within higher education systems undergoing reform, such as those in Uzbekistan. Despite curriculum changes emphasizing communicative approaches, assessment practices often remain focused on discrete linguistic knowledge rather than students’ ability to construct and negotiate meaning in authentic contexts. This article aims to develop an extended methodology for assessing communicative meaning-making competence among first- year university students. Drawing on principles of Communicative Language Teaching (CLT) and performance-based assessment, the study proposes a multi- dimensional framework that incorporates task-based evaluation, analytic rubrics, formative assessment, and reflective learning tools. The article also addresses contextual challenges specific to Uzbek higher education and offers practical recommendations for implementation. The proposed methodology seeks to bridge the gap between teaching objectives and assessment practices, ultimately enhancing students’ ability to use English effectively in real-life communication.