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Abstract
Assessment plays a central role in contemporary education and professional development by integrating evaluative and developmental functions within the learning process. This study examines assessment as a system-forming mechanism that supports the identification, development, and enhancement of teachers’ professional competencies, with particular emphasis on linguistic competence. Employing a qualitative–theoretical research design, the study synthesizes foundational and contemporary scholarly literature on educational assessment, professional development, and language competence evaluation. Conceptual analysis, thematic synthesis, and comparative analysis are used to examine assessment types, principles, and methods within an integrative framework. The findings demonstrate that diagnostic, formative, and summative assessment function most effectively when aligned as a coherent system guided by principles of validity, reliability, fairness, transparency, and developmental orientation. The study further reveals that integrative assessment provides a more valid and comprehensive evaluation of linguistic and communicative competence than isolated skill-based testing. Alignment with the Common European Framework of Reference for Languages (CEFR) enhances assessment consistency, transparency, and international comparability. The study concludes that integrative, principle-based assessment systems foster reflective practice, self-regulation, and continuous professional growth, thereby improving the overall quality and effectiveness of professional development programs.
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