ORGANIZING THE ASSESSMENT OF STUDENTS ON THE SUBJECT OF ENGLISH LINGUISTICS, BASED ON THEIR COGNITIVE LEARNING STYLES (KNOWLES, 1972)
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Abstract
This article discusses an innovative approach to assessing students in English linguistics courses by integrating cognitive learning styles into the evaluation process. Drawing on Knowles’ (1972) framework of adult learning, the research emphasizes four major learning styles — concrete, analytical, communicative, and authority-oriented — and their influence on students’ academic performance. The study was carried out with students of Group 13/01/22, English Philology Department, Navoiy Innovation University. The experiment revealed that when assessments align with learners’ cognitive preferences, students demonstrate higher motivation, stronger comprehension, and more consistent participation. The results suggest that universities should apply differentiated assessment models that consider individual learning characteristics to improve the overall effectiveness of linguistic education.
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References
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