E- Global Congress Hosted online from Dubai, U. A. E., E - Conference. Date: 29th February 2024 Website: https://eglobalcongress.com/index.php/egc ISSN (E): 2836-3612 61 | P a g e METHODS AND TECHNIQUES OF EVALUATING STUDENTS LANGUAGE SKILL THROUGH THE CREDIT MODULE SYSTEM Mavluda Gulyamova Ph.D. Docent, Uzbekistan State World Languages University Aziza Abdusharipova Graduate Student (MA), Uzbekistan State World Languages University Tashkent, Uzbekistan Abstract: This article investigates innovative methods and techniques for assessing students' language skills within the framework of the credit module system in higher education. The credit module system's emphasis on flexibility and learner- centered education calls for creative approaches to evaluating language proficiency. The article explores various assessment strategies, including continuous assessment, performance-based assessments, portfolio assessment, and technology-enhanced tools, providing insights into their advantages and challenges. Educators and institutions seeking to optimize language skill evaluation in the credit module system will find valuable guidance in this comprehensive examination. Keywords: Credit module system, Teaching process, Higher education, Learner- centered, Curriculum design, Active student engagement, Competency-based learning, Assessment strategies, Flexible education, Quality of education. Evaluating language skills within the framework of a Credit Module System (CMS) necessitates a multifaceted approach that captures the complexity and comprehensive nature of language learning. This subsection examines various methods and techniques that are employed to assess language skills effectively within CMS, focusing on their adaptability to the modular structure and the competency-based objectives that this system promotes. Formative Assessments The CMS lends itself well to the integration of formative assessments—ongoing evaluations that inform both the student and the instructor about the learner’s progress throughout the module. Formative assessments in language modules https://eglobalcongress.com/index.php/egc E- Global Congress Hosted online from Dubai, U. A. E., E - Conference. Date: 29th February 2024 Website: https://eglobalcongress.com/index.php/egc ISSN (E): 2836-3612 62 | P a g e may include regular quizzes, reflective journals, and oral presentations. These tools provide immediate feedback and allow for the continuous improvement of language skills, aligning with the CMS’s emphasis on student-centered learning and outcomes. Performance-Based Assessments Language proficiency is not merely the knowledge of grammar and vocabulary; it is the ability to use language effectively in real-world contexts. Performance- based assessments [1], are essential in evaluating how students apply their language skills in practical situations. Tasks such as role-playing, debates, and group discussions are effective techniques that mimic authentic language use and are indicative of students' communicative competencies. Portfolio Assessment A portfolio is a compilation of a student's work over the course of a module and is an excellent tool for assessing language development in a CMS. Portfolios can include a variety of work samples, such as written assignments, recorded speaking tasks, and peer-reviewed work [2]. The portfolio approach allows students to demonstrate growth over time and provides a comprehensive view of their language abilities. Peer Assessment Peer assessment is a valuable technique in the CMS, encouraging collaboration and critical evaluation skills. As peers review each other's language use, they provide alternative feedback and foster a sense of accountability within the learning process. Peer assessments can help students to be more engaged in the learning process and to develop a deeper understanding of language evaluation criteria. Self-Assessment Self-assessment techniques encourage reflection on personal language learning progress. Students can use self-assessment tools such as checklists, rubrics, or self-rating scales to evaluate their own language skills. These techniques empower students to take ownership of their learning and to set personal goals for language development. Automated Language Assessment Tools With the advent of technology, automated language assessment tools have become increasingly prevalent in CMS. These tools can provide instant feedback on specific language skills, such as pronunciation, grammar, and vocabulary https://eglobalcongress.com/index.php/egc E- Global Congress Hosted online from Dubai, U. A. E., E - Conference. Date: 29th February 2024 Website: https://eglobalcongress.com/index.php/egc ISSN (E): 2836-3612 63 | P a g e usage. Technologies can be particularly useful in large classes or for distance learning modules, offering scalable and uniform assessment. Integrated Skills Assessment Language learning is integrative, involving listening, speaking, reading, and writing skills. An integrated skills assessment approach evaluates students' ability to combine various language skills to perform a task. The importance of tasks that require the integration of skills, such as writing an email (combining writing with the understanding of reading inputs) or responding to an interview (combining speaking with listening comprehension). Evaluating language skills through the CMS requires diverse and dynamic assessment methods that account for the multifaceted nature of language learning. The methodologies discussed—formative assessments, performance-based tasks, portfolios, peer and self-assessment, automated tools, and integrated skills assessments—collectively offer a robust framework for evaluating language competencies within CMS. These techniques not only assess students' language abilities but also contribute to the enhancement of those skills, reflecting the CMS's goal of facilitating continuous learning and improvement. References: 1. Mazhidovich, M. S. (2020). The modern educational process based on credit module learning technologies. European Journal of Research and Reflection in Educational Sciences, 8(12), 78-84. 2. Mavluda Gulyamova, & Aziza Abdusharipova. (2024). THE MAIN PECULIARITIES OF EVALUATING STUDENT’S KNOWLEDGE AND SKILL THROUGH A CREDIT MODULE SYSTEM. Journal of Academic Research and Trends in Educational Sciences, 3(1), 34–37. Retrieved from http://ijournal.uz/index.php/jartes/article/view/892 https://eglobalcongress.com/index.php/egc