Keywords
Abstract
Project-Based Learning (PBL) has become an essential instructional approach in Specialized Schools under the Specialized Educational Institutions Agency of Uzbekistan, reflecting the country’s broader commitment to educational modernization and global competitiveness. PBL is widely recognized for fostering not only subject knowledge but also creativity, critical thinking, collaboration, and communicative competence (Krajcik & Blumenfeld, 2006; Thomas, 2000). However, the effectiveness of PBL depends largely on the quality, validity, and transparency of assessment practices (Black & Wiliam, 2009).
Despite the growing implementation of PBL in Specialized Schools, project assessment remains predominantly score-based, typically relying on fixed numerical scales (e.g., 25-point systems) without clearly articulated performance descriptors. Such systems often prioritize language accuracy over integrated skill development, sociocultural awareness, and higher-order thinking, thereby limiting alignment with the competency-based philosophy of PBL (Bell, 2010).
This article argues that project assessment criteria in Specialized Schools under the Specialized Educational Institutions Agency should be systematically revised and aligned with TESOL Standards to enhance reliability, fairness, and international comparability. Drawing on international practices from the United States, Canada, Singapore, and Finland, the paper proposes a TESOL-aligned analytic and holistic rubric framework tailored to the Uzbek context. The study concludes that standards-based assessment reform would strengthen instructional coherence, promote formative feedback, and support Uzbekistan’s integration into global educational benchmarks.
References
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