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(ISSN
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1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
On the basis of the relevant decision of the Cabinet of Ministers of the Republic of Uzbekistan, preparation for
international studies in the field of education quality assessment in the public education system was started.
programs, scientific research is being conducted to develop and introduce innovative methods of assessment and
development of students' reading, mathematical and natural-scientific literacy, creative thinking. Evaluation of the
quality of education in the public education system of the Republic, organization of research, establishment of
international relations, scientific research and innovation activities of the students, and above all, the creative ideas
and creativity of the young generation. Progress in International Reading and Literacy Study (PIRLS) is an international
assessment program to assess the level of reading and comprehension of primary 4th grade students based on the
decision of the Cabinet of Ministers for the purpose of support and encouragement. is considered The "Roadmap" for
the preparatory processes of the participation of the Republic of Uzbekistan in international studies was approved,
and systematic work was started on this basis. National survey, research based on the requirements of the TIMSS
program for the education quality component within the Human Capital Index - 2020 project, REDS research can be
cited as an example. PIRLS assesses the learning of elementary school students in and out of the classroom with two
overarching goals: artistic experience and information acquisition and use.
Research Article
PEDAGOGICAL MECHANISMS OF PREPARING PRIMARY CLASS
STUDENTS FOR PIRLS AND TIMSS INTERNATIONAL ASSESSMENT
TESTS
Submission Date:
October 06, 2024,
Accepted Date:
October 11, 2024,
Published Date:
October 16, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue10-14
Matyakubova Nuriya Azimbayevna
Independent researcher of Urganch State University, Trainee-teacher of the "Methodology of Primary
Education" department, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 10-2024
167
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
166-174
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
KEYWORDS
PIRLS, TIMSS, REDS, PISA, OECD, Progress 8, GCCE, BTEC, AC and A Levels, Gold Standard Vocational Qualifications, T-
Level, Anachronism and Irrelevance, YOUGOV Survey.
INTRODUCTION
The professional significance of this study is to answer
the question that has been of great interest in recent
years: what explains the huge difference between the
results of Russian schoolchildren in two international
comparative studies related to the assessment of
reading literacy - PIRLS and PISA. It should be noted
that the PRLS assesses reading literacy at the end of
elementary school, during the transition to using
reading as one of the main tools of post-school
education. PISA assesses reading, literacy among 15-
year-old students during the transition from using
reading as a learning tool to real-life learning guidance.
In essence, both tests assess students' readiness for a
new way of using written messages to solve problems
appropriate for the next age level. In PIRLS, Russian
4th graders twice (2001, 2006) showed high results in
reading (statistically significantly higher than the
international average) [Tcukermen, 2001]. In 2006,
Russia significantly improved its results and led the
group of leading countries in research. In the PISA
study of reading literacy, the results of 15-year-old
Russian students are significantly lower than the OECD
average. This result was achieved four times (2000,
2003, 2006, 2009), but the main thing for us is not the
rating indicators, but the dynamics of our results.
Assessment by school system
. This section focuses on
system-level evaluations
—
in other words, evaluations
conducted in schools across the country to meet
system-level goals. However, it should be noted that
daily assessment is an important element of teachers'
professional experience and requires all teachers to
have a high level of assessment literacy.
A system-level assessment has four main objectives:
1. Monitoring school standards and ensuring coverage
of the curriculum;
2. Monitoring of national education standards;
3. Confirmation of students' knowledge;
4. Control access to future opportunities and identify
individuals.
The last two can be classified as learner-oriented goals
and are less important in the two main stages, while
the first two are closely related to educational
responsibilities. Currently, all four functions are
interrelated, and several of the problems explored in
Volume 04 Issue 10-2024
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American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
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ISSUE
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Publisher:
Oscar Publishing Services
Servi
this section can be at least partially mitigated by
reducing the use of multiple targets in the same
evaluation. Steps have already been taken in this
regard, for example by introducing a national
referendum test. Each year, students take a
standardized test, which is used to track national
standards and set benchmarks.
METHODOLOGY
International surveys such as PISA, TIMSS and PIRLS
are increasingly playing a similar role by tracking
national standards and benchmarking them against
other jurisdictions. However, these surveys cover only
a narrow range of topics and have significant
limitations in terms of choice and response rate.
(Jerrim 2021 p.). At the same time, accountability
reforms mean that Ofsted decisions and school
interventions are now less dependent on exam results.
Analysis of literature on the topic (Literature review).
ASSESSMENT SOLUTIONS OF RECENT REFORMS.
The English education system has undergone
significant reforms in the last ten years. Following a
controversial peer review, the New National
Curriculum was published in 2013, followed by
consistent assessment reforms. These reforms are
closely related and have far-reaching implications for
what and how students learn in school.In primary
school, national curriculum levels were abolished and
new assessments such as the multiplication table test,
phonics screening and entry level were introduced
over time. At Key Stage 4, the headline measure of
school performance moved to Progress 8, along with a
measure of the proportion of pupils achieving GCCE in
a basket of subjects known as the English
Baccalaureate (EBass). In addition, the publication of
Wolf's qualitative review in 2011 (Wolf 2011)
It is sometimes thought that GCCE results are norm-
referenced in such a way as to cause a certain
proportion of students to fail, but this is wrong,
because the National Credentials Test, if the evidence
shows that standards are rising, allowing the number
of students to increase every year. Abolishing many
qualifications and revising the 'equivalence' system
between GCCEs for some vocational qualifications.
At Key Stage 5, AC and A levels are 'separated' so that
A levels are assessed at the end of the two-year course.
While BTECs are being phased out, a new Gold
Standard qualification, T-level, is also being introduced.
Students who fail to achieve a 'good' GCCE in English
or maths by the age of 16 will now have to resit the
qualification. However, following recommendations
from the City of Rochford (Rochford 2016), Level P
(CEND), which was previously used to assess the
progress of some pupils with special educational needs
and disabilities, was withdrawn.
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Concurrent systemic reforms, including compulsory
academies
and
increased
responsibility
for
“remediation”
of
low
-performing
academies.
However, more recently Ofsted has tried to stop the
culture of 'teaching to the test' by putting school
curricula under the microscope (Ofsted -2019)
Throughout the period, the dominant narrative
revolved around "firmness," but the impact of the
sentencing changes was unclear. Some refer to English
and mathematics scores in international assessments
such as PISA, PIRLS, TIMSS. (Sivinini 2020; DFE 2017;
Lechain 2023; Schools Week 2019), but others question
these arguments. (Jerrim 2019,20) or pointed to
England's failure to close the achievement gap
between disadvantaged pupils and their peers. (Fair
Education Alliance and CFEI 2022; Tuskett et al 2022).
As this report shows, there are serious concerns about
the wider impact of these reforms.
Criticisms of traditional examinations are numerous
and can be traced back to the Asland Report of 1911.
(Asland 1911; Richmond 2021). There are three tensions
underlying these criticisms. These are:
1. Trade-off between authenticity and reliability
2. How stressful and anxiety-provoking is the
assessment?
3. Positive and negative ways that assessment affects
teaching and learning.
HOW TO FIND A BALANCE BETWEEN VALUATION AND
PRODUCTION?
Research methodology. Anachronism and irrelevance.
Many believe that England's exam-based approach to
public assessment is no longer appropriate. (Barnard
2019; Burghes 2021; Hazell 2021; Hyman 2021;
Rethinking Assessment). Others recognize the
importance of exams, but believe that tests are too
dominant in assessment, and that what can be fairly
assessed trumps what should be assessed. (Pearson
2022). The Assessment Change Limit Review (2023)
suggests that the current 'one-size-fits-all' system
needs to be reformed and that assessment should be
done in more varied ways, such as vivas, open-book
exams, personal extended projects and 'Micro-
Accounts’” (Lusas 2021). Many teachers, young people,
parents and employers are of the same opinion.
According to the YOUGOV survey of 1000 teachers (Txe
Edge Foundation 2020), 92% of teachers believe that
the evaluation system should fully recognize the
strengths and skills of young people, not written
exams believes that 48% of teachers and 47% of parents
feel that testing and grading. According to a small
survey of teachers and parents by Brutain Thinks
(Person 2016), it provides a fair assessment of actual
student achievement.
In a 2014 survey by the UK's Commission for
Employment and Skills, less than half of employers
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rated qualifications as 'important' and 'important' in
recruitment, while two-thirds said so about work
experience (Shury et al. others 2014). Therefore, there
is a widespread perception that there is a problem and
there is a great appetite for change.
THE IMPORTANCE OF TENDERNESS
. Exams have a
significant advantage over unverified assessments in
terms of reliability, and this is critical to the fairness of
the system.The high-stakes nature of assessment in a
competitive system means that getting a 'wrong'
grade due to unreliable, assessment has significant
consequences. There is currently a margin of error in
any estimate. Any expansion of this, or an increase in
the degree of skewing of the border towards certain
groups or minorities, would be a serious problem.
Therefore, attempts to increase validity must consider
three main threats to reliability;
1. Type of question
2. Teacher's verdict
3. Test conditions
Question type
Ofcual emphasized the balance between reliability and
validity, indicating which marker should have the
highest response among markers.
“Objective questions”, such as multiple choice
“Questions (whereas) that require longer responses
have lower marker agr
eement within a person”
This is why inter-marker agreement is lower in subjects
containing essay-style responses (Ofqual 2019).
Questions involving judgments against general
descriptors are particularly susceptible to uncertainty
and limitations of human judgment (Christoddoulu
2017).
“Targeted” multiple
-choice questions can test the
application of knowledge and skills to real-world
scenarios, and it's easy to overstate the extent to
which exams now focus on "regurgitating facts.
“Indeed, assessments are o
ften constructed to include
progression from factual recall to the application of
that knowledge to a real-
world scenario. provide”
(Chind and Ellis 2021). However, validity is not a
property of the test, but the conclusions drawn from it.
(Christodoulou 2013). Claims of genuine impairment,
then, are said to be meaningless because the
assessment does not support valuable conclusions
(such as whether the student has gained a good
education, a valuable education, or is eligible for
further education or employment).
Teacher's verdict.
Many of the proposed reforms to assessment increase
the role of teacher input. The risk is that it will have a
negative impact on students from disadvantaged
groups, including those with low incomes, parents with
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no tertiary education, certain ethnic groups and those
with special educational needs and disabilities.
possible (Bur GECC and Greaves 2013; Campbell 2015).
These letters showed during the pandemic, when
teacher-assessed grades widened the gap between
students eligible for free school meals compared to
ineligible students at the same previous reading level;
as well as Roma, Gypsy and Traveler pupils, compared
to white British pupils and public school pupils
compared to their independent school peers (Beynon
2021).
A comp
arison of students’ “centered grades” and
“reported grades” shows that students whose parents
are graduates are more likely to receive "relatively
higher" “centered grades” than their “reported
grades”. 'more educated parents (Anders et al. 2021).
A recent qualitative study of students affected by the
abolition of testing, as well as ethnic minority and
disadvantaged
students,
found
that
when
assessments are based on teacher judgment, biases
and structural inequities hinder their achievement.
determined tha
t it will do. As one youth said, “I want
to be judged on what I do, not what my teachers think
I can do” (Bhopal and Meers 2023). Therefore, any
reform in assessment must be combined with reliability
and validity to avoid further disadvantaging vulnerable
students. As Christodoulou (2015) points out, the
inhuman nature of tests may be the best system for fair
assessment. Some argue that large-scale moderation
processes can alleviate human reasoning problems,
but there is no evidence that this will be enough. As
Johnson (2013) notes, based on a review of assessment
practices in a number of global jurisdictions:
“Applying to moderation is supposed to ensure
validity, consistency, and comparability in teacher
evaluations. "Unfortunately, there is currently no
reliable evidence to support this assumption."
Extensive moderation processes also create additional
workloads for overworked teachers.
RESULTS
Controlled conditions.
Many of the proposed alternatives to the current
examination system would result in assessment taking
place outside the examination hall in less controlled
settings.
Assessment in England has not always been exam-
heavy In the early 1990s, most 16-year-olds sat English
GCCEs without exams and based entirely on
coursework (QCA 2006). A number of concerns led to
its replacement by 'supervised assessment'. (QCDA
2005). These issues include: plagiarism, students
receiving an unfair amount of aid (through multiple
referrals by parents or teachers)
Campbell (2015) shows that teachers have systematic
biases in their assessment of student abilities, based on
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income level, gender, special educational needs status,
ethnicity, and spoken language.
Similarly, based on a repeated cross-sectional analysis
of achievement at age 11, BurGECC and Greaves
concluded that teachers from poor families and some
ethnic minorities may have a significant disadvantage
in the recorded achievement of children (BurGECC and
Greaves 2013). However, there is inconsistency
between the results of different studies (Lee and
Newton 2021).
- direct malpractice in limited cases
- questions about the correctness of the course work,
especially in science practice.
Therefore, coursework was replaced in 2009
by 'controlled assessment' (CA). This involved students
completing coursework-style assignments under
standardized, controlled conditions. However, CA was
soon abandoned because, according to some, it was
"difficult" and did not allow for the research skills and
independent study that the coursework should have
envisaged - in fact it was no longer became a kind of
examination (Oates 2013; Ofqual). On the other hand,
according to some data, teachers' views are more
positive (Ipsos Mori 2011).
Given that students have varying levels of support both
at school and at home, conducting more assessments
outside of test settings may skew results. As the
pandemic has highlighted, there are huge differences
in students' learning environments at home, and this
can be particularly detrimental to vulnerable students.
Developments from large language models such as
ChatGPT may also have increased the need for more
carefully controlled test conditions.
Revise the case for an unverified assessment
Non-exam-based assessment is not closed and must be
continually revised for each topic as further research
emerges and technology evolves. Beiton's (2016)
analysis suggests that GECC coursework grades are a
better predictor of A-level grades than exams, and
Pinot de Moira suggests that concerns about
assessment bias may be overstated and that
“cou
rsework has no advantage it doesn't bring a
disadvantage either,” he says. People with low social
and economic status (2020:26). Wyness (2021)
therefore argues that coursework should be used
alongside exams, but that it should be externally set
and assessed. Richmond and Regan (2023) examine
the advantages and disadvantages of written
examinations, coursework/supervised assessments,
teacher assessments, oral assessments, portfolios,
extended essays/projects, and performance-based
assessments.
They concluded that there may be scope for greater
use of oral assessment, extended essays and projects
in the 5 key stages. They therefore encourage all
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students in the class to take an extended project
qualification and take an additional course at AC level,
a standard assessed by oral examination. However, at
the high school level, they note:
“written examinations should remain the
primary means of assessing student knowledge and
understanding... (because) an increased focus on
coursework and other forms of 'teacher assessment'
increases the workload of teachers and can be biased
which leads to unreliable grades, against students from
disadvantaged backgrounds.
Richmond and Regan 2023
Focusing and finding clearly displayed information:
❖
Identifying
and
searching
for
information related to the specific purpose of study;
❖
Search for specific opinions;
❖
Search for the definition of words or
phrases in the text;
❖
Determining the place and time of the
story;
❖
Finding the main topic of the text (if it
is clearly stated);
❖
Determining certain information in the
drawing.
✓
Making direct conclusions:
❖
Reasoning that one event causes
another to happen;
❖
Justifying the actions of the hero of the
work;
❖
Describe the relationship between the
two heroes of the work;
❖
Determining which part of the text
serves a specific purpose;
✓
Check and evaluate content, language
and text elements:
❖
Discuss the completeness or accuracy
of the information given in the text;
❖
Estimating the probability that the
events described in the text will actually happen;
❖
To assess the extent to which the
opinion put forward by the author can change people's
thoughts and lifestyle;
CONCLUSIONS
The importance of the teaching process in the
development of student learning indicators in the
PIRLS and TIMSS international programs, joint
effectiveness in the organization of the teaching
process, the relationship between school staff, parents
and students mutual trust is considered a factor that
serves to create a positive learning process at school,
and these factors, in turn, create a positive learning
environment.
High literacy results in these countries are associated
with the following factors:
-Availability of books and digital devices at home
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- Intelligent parents and their love for books
-The fact that the child has learned to read and write
before going to school and the high rate of coverage
in preschool educational institutions
Based on the above factors, it is determined that we
can certainly become one of the top ten countries if we
work on the basis of scientifically based evidence,
while developing several other factors to achieve high
results of PIRLS-reading literacy.
This section focuses on system-level assessment
–
in
other words, there is a strong focus on international
assessment conducted in schools across the country to
achieve system-level goals, but it is important to note
that everyday assessment is an important element of
teachers' professional experience. and requires all
teachers to have a high level of assessment literacy.
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Sh. Ismailov and others. (2019). Materials of the
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Quality of Education under the Education
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A.A. Ismailov and others. (2020). Newsletters
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