INTEGRATED FRAMEWORK FOR ASSESSING DISCURSIVE COMPETENCE IN HIGH SCHOOL EFL LEARNERS
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In contemporary EFL education, effective communication requires learners to construct coherent, cohesive and contextually appropriate
discourse. This study addresses the methodological gap between productive-skill assessment and systematic assessment of discursive
competence in the Uzbek EFL context. It aims to develop an integrated framework for assessing observable dimensions of discursive
competence by aligning relevant CEFR descriptors with Uzbekistan’s National Multilevel assessment criteria. The study employed
theoretical and comparative document analysis of communicative competence models, CEFR descriptors and national assessment criteria.
The analysis identified four dimensions: cohesive integration, conceptual coherence, genre and task organization, and sociopragmatic
appropriateness. These were operationalized through observable indicators and a four-level analytic rubric for classroom-based diagnostic
and formative assessment. The framework establishes methodological correspondence between international and national assessment
perspectives without treating them as equivalent systems. Its practical contribution is a structured tool for diagnosing discourse-related
difficulties, providing dimension-specific feedback and planning targeted instruction.
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