DEVELOPING EFFECTIVE ASSESSMENT TOOLS IN EFL CLASSROOMS: A CASE STUDY FROM AN ACADEMIC LYCEUM IN UZBEKISTAN

This article analyzes classroom-based assessment tools developed for EFL learners at the International House academic lyceum in Tashkent, Uzbekistan. The primary focus is on assessing speaking and listening skills tailored to the learners’ IELTS preparation needs. Using analytic rubrics, task-based testing, and classroom observation over two weeks, the designed tools ensure fairness, alignment, and validity within instruction.