Abstract
The article comprehensively examines the scientific and methodological foundations of open-ended test tasks in the KAZTEST system and their role in the complex assessment of language competence. The study provides a detailed analysis of the characteristics of open-ended tasks, their brief content, the structure and components of writing and speaking skills, as well as the criteria used for their evaluation. Open-format tasks are designed not for choosing predefined answers but for assessing the test taker’s ability to express their thoughts freely, logically, and grammatically correctly. This approach enables the evaluation of the ability to apply linguistic knowledge in real-life situations, as well as communicative and cognitive skills, creativity, and cultural identity. Writing and speaking skills are examined through the lens of Bloom’s taxonomy and communicative competence theory, highlighting their cognitive, sociolinguistic, and psycholinguistic aspects. A comparative analysis of regional test results revealed that speaking performance tends to be higher in southern regions, while writing scores are lower. This disparity is linked to the predominance of oral communication in the language environment and limited experience with written language. The article provides methodological recommendations for improving the quality of Kazakh language proficiency assessment, integrating the teaching of writing and speaking, and developing an evaluation system that takes into account the national and cultural context.