TEACHER ASSESSMENT AND STUDENT SELF-ASSESSMENT IN ENGLISH LANGUAGE LEARNING

Assessment plays a vital role in English language teaching and learning, as it not only measures students’ achievement but also shapes their motivation and autonomy. This study investigates the impact of teacher assessment and student self-assessment on English language learning among secondary school learners in Uzbekistan. The research applied a qualitative descriptive design supported by classroom observations, teacher interviews, student questionnaires, and document analysis. Results indicate that teacher feedback is most effective when combining correction with encouragement, while self-assessment practices such as rating scales, records of achievement, and peer feedback foster reflection and responsibility. The findings suggest that blended approaches integrating teacher and student roles produce higher motivation, more active participation, and measurable language improvement. The paper concludes by recommending pedagogical strategies that merge formative teacher feedback with structured self-assessment to enhance language proficiency and learner independence.