Assessment in Task-Based Language Teaching (TBLT): Challenges and Approaches to Overcome Them
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Assessment plays a critical role in Task-Based Language Teaching (TBLT) by determining the effectiveness of task execution and evaluating students' progress. However, assessing students in TBLT presents unique challenges, particularly when dealing with diverse groups with varying levels of English proficiency and social backgrounds. This article examines these challenges and explores approaches to address them, using an experiment conducted with banking and finance students at the International School of Finance Technology and Science in Tashkent as a case study. The findings highlight practical solutions to enhance the fairness and accuracy of assessment in TBLT. The study is supported by literature on assessment in language learning and pedagogical frameworks.
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References
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