Differentiated Analytic Assessment in Multilingual Classrooms: A Case Study of B1-Level Learners Preparing for The B2 Uzbekistan State English Exam

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.