ORGANIZING CREATIVE ASSESSMENT FOR TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

In modern language education, assessment is no longer viewed solely as a tool for measuring learning outcomes but as an integral component of the learning process itself. In Teaching English to Speakers of Other Languages (TESOL), creative assessment has emerged as an innovative approach that promotes learner autonomy, critical thinking, and communicative competence. This article explores the theoretical foundations and pedagogical significance of creative assessment in TESOL. Drawing on contemporary research in language pedagogy, formative assessment, and student-centered learning, the study analyzes practical methods and tools for implementing creative assessment in English language classrooms. Furthermore, it proposes strategies for increasing student engagement during the assessment process. Using a qualitative theoretical framework, the paper highlights the role of creativity in enhancing motivation, meaningful learning, and authentic language use. The findings suggest that creative assessment fosters deeper learning and supports the development of communicative and intercultural competence in English language learners.