This research explores the application of differentiated analytic testing in the multilingual environment of English as a Foreign Language (EFL), with particular regard to four learners of B1 level preparing to take the essential B2 Multilevel English test in Uzbekistan. Utilizing the case study research method based on Krashen's Input Hypothesis and Kinginger's sociocultural models, the research presents the vital roles of the adapted rubrics, scaffolded testing, and emotional preparedness in providing equal and reliable evaluations of learners' abilities. The main findings underscore the essential need for research methods with cultural sensitivity and tailored support in tests to facilitate linguistic balance and provide equal learning opportunities.  

Differentiated assessment, analytic rubrics, multilingual learners

Ayhan, Ü., & Türkyılmaz, M. U. (2015). Rubrics and rubric design. International Journal of Language and Linguistics, 2(2), 82–92.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman.

Buck, G. (2009). Challenges and constraints in language testing. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 203–216). De Gruyter Mouton.

Chapelle, C. A. (2021). Argument-based validation in testing and assessment. SAGE Publications.

Gottlieb, M., & Ernst-Slavit, G. (2019). Promoting educational equity through teacher education: Examples from global contexts. Multilingual Matters.

Hughes, A. (2002). Testing for language teachers (2nd ed.). Cambridge University Press.

Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Palgrave Macmillan.

Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. Longman.

Taylor, L., & Chen, N. N. (2016). Assessing students with learning and other disabilities/special needs. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 377–395). De Gruyter.