SOCIAL DIMENSIONS OF STANDARDIZED ASSESSMENT IN LANGUAGE TEACHING IN UZBEKISTAN

This article examines the role and impact of standards-based assessment and standardized language tests in Uzbekistan, particularly regarding CEFR implementation and gatekeeping functions in educational and employment contexts. It argues that the widespread use of these tests may lead to negative washback on language teaching and learning, impacting teachers and students' perspectives. Ethical concerns are also raised about standardized testing's power and control, suggesting a need for democratic assessment practices. The study calls for a more balanced approach to testing that promotes learning improvements while respecting democratic values.