THE IMPACT OF COMPUTER-AIDED ASSESSMENT IN LANGUAGE TEACHING AT THE UNIVERSITY

Аннотация

Tadqiqot universitetda talabalar bilimini baholashda kompyuter yordamida baholashni o'tkazishning afzalliklari va muammolarini o'rganishga qaratilgan. Tez rivojlanayotgan ta'lim landshaftida texnologiya integratsiyasi an'anaviy o'qitish metodologiyasini o'zgartirdi. Muhim yutuqlardan biri bu o'quvchilarning o'qishini baholash uchun raqamli vositalar bo'lgan kompyuter yordamida baholash (KYB) ning paydo bo'lishidir. Maqolada til o‘rgatishda kompyuter yordamida baholash samaradorligi o‘rganiladi, uning ta’lim natijalariga, talabalarning faolligiga va umumiy ta’lim amaliyotiga ta’siri o‘rganiladi. Tadqiqot Qo‘qon universitetining O‘zbekistondagi Andijon filialida bir qator chet tili darslarini kuzatish bilan yakunlandi. Tadqiqot ushbu guruhlarda kompyuterda baholashga to'sqinlik qiladigan ba'zi qiyinchiliklarni aniqladi. Bunday qiyinchiliklar texnik muammolar, kompyuter va boshqa qurilmalarning yetishmasligi va talabalarning texnik bilimlarining 464 "ZAMONAVIY TILSHUNOSLIK VA TARJIMASHUNOSLIKNING DOLZARB MUAMMOLARI" mavzusidagi xalqaro ilmiy-amaliy anjuman yetishmasligi edi. Guruhda texnologiyani joriy etish bo’yicha va qiyinchiliklarning sabablarini so'rash maqsadida darsni kuzatgan o'qituvchilarning ayrimlari bilan suhbat o'tkazildi. Tadqiqot shuni ko'rsatdiki, qiyinchiliklarga qaramay, o'qituvchilar o'qitish jarayonini yengillashtirish uchun texnologiyadan foydalanish bo'yicha ijobiy fikrga ega. Kalit so'zlar: kompyuter yordamida baholash, tezkor fikr-mulohazalar, baholash mexanizmlari, ko'p tanlovli savollar, bo'sh joylarni to'ldirish, texnik muammolar. Computer-Aided Assessment, or CAA system, is being explored in the context of non-examination assessment approaches to teaching a foreign language in universities and presents an alternative or a complement to traditional forms of assessment therapy. Like with many other new technologies, CAA’s efficiency and objectivity with regards to the technological benefits claimed for it are not adequately supported with evidence regarding student learning outcomes. This study focuses on the consequences of using CAA systems in a university setting on students’ performance and perceptions in language classes with the intention of exploring its impact. We hope to contribute to understanding CAA’s effectiveness on language learning and pertinent assessment in students’ learning. Language assessment practices based on traditional methods with a paper test, at best, and face-to-face interview, through multiple-choice questions administered without substantial examiner insight, suffer a great deal from various limitations. These problems include a drawn-out marking process, rater subjectivity, and narrow scope assessment where all the skills—including speaking and listening—cannot be captured. With CAA comes a technological solution to the marking machine problems through automated marking and objective scoring of certain tasks, as well as more flexible assessment approaches. Aside from CAA presentation as a solutions basket, there lies the potential problem of authenticity, technical problems, and the scope of pedagogical design required for CAA tasks. This study addresses these concerns by examining the real-world application and impact of CAA in a specific university setting. The main purpose of this research is to evaluate the effectiveness of CAA in improving student performance on language proficiency tests compared to traditional assessment methods and investigate student perceptions and attitudes towards CAA in language learning. As well, identify factors that contribute to the success or failure of CAA implementation in a university language program. Douglas Chalmers and Dr. W. D. M. McAusland state that, “computer-assisted assessment (CAA) is concerned with the use of computers for the assessment of 465 "ZAMONAVIY TILSHUNOSLIK VA TARJIMASHUNOSLIKNING DOLZARB MUAMMOLARI" mavzusidagi xalqaro ilmiy-amaliy anjuman students progress.” Chalmers goes on to explain that, “the assessment may take one of two forms: there may be a printed paper test where students indicate their answers which are then automatically processed by an optical mark reader, or students may enter their answers directly into a computer terminal”[1]. There are numerous arguments that can be put forward regarding the significance of computer-assisted assessment in considering tests, including serving the students through formative assessments, grading students through summative assessments, conducting regular evaluations, and monitoring the effectiveness of the current teaching and learning strategies. In the words of Ruslan Suvorov and Volker Hegelheimer, “computer- assisted language testing is an assessment category dealing with technology and computer application in the construction, administration, scoring, prompting, and evaluation of performance in a second language test.”[2] Unlike the traditional classroom, the computer-assisted classroom context allows innovation when assessing students’ la