Teachers’ Professional Development Affects Students’ Effective Evaluation

This research paper aims to provide a summary based on the scientic findings of the study and to present the respective recommendations. The issues addressed in this study relate to the effect that teachers’ professional development has in the assessment component of the foreign language curriculum and effective evaluation of the students. In the study analysis, an important role in evaluating teachers' opinions regarding the evaluation component in the foreign language curriculum is devoted to analytical analysis through factor analysis, Alpha coefficient measurement, construction of multiple linear regression equation, various tests etc. This is due to the fact that the conclusions of this study are as clear and complete as possible to simultaneously fulfil the "gap" of information on this topic. This research is based on the evidence collected from 260 foreign language teachers interviewed.Three research questions were built to obtain the opinion of teachers on assessment, training, qualification and experience issues in the foreign language curriculum. Among the conclusions drawn in this paper, it seems that the evaluation element in the Core Curriculum is present and like other previously analyzed documents, valuable guidelines are given although general and repetitive from one manual to another. Even the element of measurement begins to appear crystallized, offering an interesting and necessary optics that separate and unite measurement from evaluation. Received: 9 April 2021 / Accepted: 27 July 2021 / Published: 5 September 2021

LPP Proposal for Public Education System

The interest in learning foreign languages is increasing rapidly in Uzbekistan. The foreign language curriculum has undergone significant changes since 2012. However, several shortcomings that should be improved still exist in this sphere. This paper puts forward an LPP proposal to enhance the current teaching system of foreign languages in public education.