Volume 05 Issue 10-2024
99
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
99-105
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
In this article, a lot of work has been done on a national scale in the field of creating a new generation of textbooks
for general secondary schools and educational-methodical complexes corresponding to it. Today, based on the
requirements of the competency approach, it is required that the textbooks be compatible with the improved
educational programs and express the democratic models that update the educational content and are directed to
the student's personality. Because, in the new models of the content of education, the social order set by the state
and society for the educational process will be expressed. In the actual educational context of general secondary
education, students' knowledge, skills, qualifications, competencies checked and evaluated mainly with the help of
test tasks.
KEYWORDS
Management tools, Control system, Ruler, Traffic light, Ladder, Palm, SES (State Educational Standards), Hand signals,
Writing, QR-code, Predictive assessment, education system.
INTRODUCTION
The updated State educational standard contains not
only science requirements for mastering the basic
educational program, but also requirements for basic
competencies. Currently, there is no unified approach
to the problem of formation and evaluation of the
results of competence formation, and experimental
studies, diagnostic work have shown a low level of
science among students of 5-9 grades, which means
that the formation of such skills in schoolchildren
means the need for systematic work.
Research Article
ANALYSIS OF SCIENTIFIC-THEORETICAL APPROACHES TO THE
EVALUATION OF EDUCATIONAL TASKS FOR THE DEVELOPMENT OF
TEACHER KNOWLEDGE IN SPECIFIC SUBJECTS
Submission Date:
October 12, 2024,
Accepted Date:
October 17, 2024,
Published Date:
October 22, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-17
Elliyev Hamza Quvvatovich
Researcher of Tashkent University of Applied Sciences, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
100
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
99-105
OCLC
–
1242041055
Publisher:
Master Journals
The state educational standard has specific
requirements for the evaluation system of achieving
the planned results. According to them, an evaluation
system needed:
1. Determining the goals of assessment activities:
a) Focus on achieving results
- Spiritual and moral development and upbringing
(personal results),
- Formation of universal educational actions (results of
meta-science),
- Mastering the content of academic subjects (science
results);
b) To provide a comprehensive approach to the
evaluation of all the listed educational results (subject,
meta-subject and personal);
c) To ensure the possibility of regulating the education
system based on the information obtained on the
achievement of the planned results; in other words,
the opportunity to take pedagogical measures to
improve and improve educational processes in each
class, school, regional and state education systems.
2. Establishing criteria, procedures, evaluation tools
and forms of presentation of its results
3. Setting the terms and limits of the evaluation
system.
The evaluation system allows you to determine how
successfully a specific SES (State Educational
Standards) has formed.
At the same time, the student accepts even the most
unsatisfactory results of the intermediate work only as
recommendations for improving their results. Criteria
evaluation technology is a very time-consuming
procedure for professors, because currently there are
no tasks for evaluating met subject results with
established criteria and indicators, and a uniform
approach to the evaluation of achievements is need for
all subjects, because SES formation takes place in every
lesson.
Assessment of the achievement of objective results
can be carrying out during various procedures. The
main procedure for the final evaluation of the
achievement of the results of the other subject is the
defense of the final individual project.
An additional source of information for reaching
individual meta-theme results can be the results of all-
disciplinary investigations (usually thematic).
Exact sciences play a special role among all school
subjects, because its content implies the existence of
situations in which the student makes logical
judgments, puts forward hypotheses, uses and
changes signs and symbols.
The main object of evaluating the results of science is
the formation of regulatory, communicative and
cognitive abilities of students.
Control system management methods: control, design
and testing.
Management system management forms: individual,
group, frontal forms; oral and written request;
personalized and non-personalized.
Management tools: SES tasks, observation map, test,
monitoring map, self-assessment sheet or diary.
The degree of SES formation can be qualitatively
assessed based on the following results:
Special diagnostic work;
Practice-oriented tasks of various academic subjects;
Complex tasks based on meta-science.
At the stage of lesson planning, it is important to
carefully understand the tasks proposed by the
Volume 05 Issue 10-2024
101
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
99-105
OCLC
–
1242041055
Publisher:
Master Journals
authors of textbooks that have passed the
examination for compliance with the State Education
Standard, because the consistent performance of
these tasks leads to the formation of certain skills
according to the idea of the compilers. For example, as
the results of the planned meta-topic in the topic
“Natural numbers” (grade 5), you can see the
following: analyze and understand the task text, get
the necessary information from the text, create a
logical chain, evaluate the result etc. These results
based not only on the authors of existing textbooks,
but also on the curriculum of 5-6th grade science.
The ability to independently evaluate the results of
one's work, to determine the criteria for the
performance of a specific task, and to determine the
factors that influenced the achievement of the result is
an important element of the student's self-evaluation.
You can use the following assessment methods to
develop such skills in the lesson:
Ruler: students draw a scale on the edges and mark the
level where they are with a cross, if the teacher agrees,
he will circle the result, if not, and he will make it higher
or lower;
Traffic light: assess work using a signal card when
checking homework or during current work. Green -
everything is fine, clear, red - help needed, there are
problems.
Ladder: students indicate how they learned the lesson
material on the ladder. The bottom step is difficult, I
don’t understand, the middle step needs help,
everything is not clear and the top is fine, I can handle
it myself.
Palm: the guys turn their palms and at the end of the
lesson they write what they use for themselves on their
little finger, nameless
–
today’s sleeve is an interesting
lesson - in the middle
–
it’s hard for me, on the index
finger - what did you wonder and about what. Big - a
wish for myself.
Hand signals: thumbs - everything is clear, I can explain
to others, finger to the side, I don't understand
everything, I need help, and open palm - I still don't
understand, I'm not sure.
Writing: after completing independent work, the
student can evaluate himself and evaluate himself,
after which the teacher already evaluates him.
QR code: after the end of the lesson, the guys always
follow the link hanging on the stand in the office and
tell them what they didn't succeed, what topic they
didn't understand, and if everything went well, what
else you want to learn in the next lesson.
Predictive assessment: fill in the form during the lesson
and if everything is clear, put "”+» "
-" I don't know "?"
I doubt it. For example, when studying a topic, you can
give a self-assessment form, in which students
independently evaluate their knowledge in each
section in order to master a new topic and a similar
topic in a consolidation lesson. At the same time, the
teacher keeps his statement, motivates the students
with oral assessment and focuses on his achievements.
You can use the "task line" technique to develop self-
control and the ability to plan your activities. For
example, the student given several tasks that he must
choose for himself and solve several of them, but not
less than a predetermined number. A large array can be
installed at the same time, for example, out of 10-12
tasks within the studied topic, the student must solve
4 of them, and the rest at his own discretion, in this
case it is an incentive can be the student solves the
tasks, perhaps such a task will be found in the test
paper. In this way, the student learns to organize his
activities, because usually such tasks are not given for
the next lesson, but for "some time".
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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VOLUME
05
ISSUE
10
Pages:
99-105
OCLC
–
1242041055
Publisher:
Master Journals
At almost all stages of the lesson, it is important to
focus not only on self-examination, but also on peer
review and evaluation of one's own work. In this way:
the skills of evaluating and monitoring your actions and
making appropriate adjustments if necessary are
developed.
You can use specially designed diagnostic tasks that
contribute to the formation of objective results, for
example: "trap" tasks, when an incorrect solution
method is deliberately offered; comparing this task
with another is an indicative basis for the solution.
Normative
educational
activities
provide
an
opportunity to manage knowledge and educational
activities by setting goals, planning, monitoring,
correcting one's actions, and evaluating learning
success.
Cognitive educational activities include research,
search, selection and compilation of necessary
information, modeling of the studied content. You can
choose the following types of tasks: "finding
differences",
"redundant
search",
"labyrinths",
"chains", drawing support schemes, working with
various tables, constructing and recognizing diagrams.
"Guess the phrase".
Purpose: to develop the ability to draw up a plan of
action, to consistently perform concrete science
operations.
Assignment form: individual work
Description of the task: it performed in the form of a
game. The class divided into two groups. Tasks written
on the board. Students (one from each group) leave in
turn. The result of the solution corresponds to the
letter. The letters are on a separate table. The reader
finds the received letter, on the back of which is
written its serial number in a phrase. This phrase
written on the board.
Personal learning activities make learning meaningful
by connecting it to real life goals and situations.
Personal actions aimed at understanding, researching
and accepting life values, allowing you to orient
yourself to moral standards and rules, develop your life
position in relation to the world.
You can offer the following tasks: participation in
projects; completing the lesson; creative tasks with a
practical guide; self-evaluation of events.
"Solving problems with complex interest" (seminar
lesson)
Purpose: to protect your mini-projects "calculating
interest in life situations". Students will listen, discuss,
evaluate and choose the best work for the school
conference. Demonstrate the ability to present specific
content and communicate it in written and oral form,
using the tools of speech adequately to argue and
argue a position.
It is fashionable to use the scale of self-esteem and the
level of claims of T. Dembo (modified by A. M.
Parishioners);
"methodology
of
stimulating
educational activity. You can use the Phillips school
Anxiety test, the "coding" technique to make a
diagnosis.
The ability to create educational models in accordance
with the state educational standard is one of the
results of studying meta-science, because with their
help, the text given orally can be translated into the
language of concrete sciences, which helps to see the
structure of relations of concrete sciences hidden in
the text. . The use of the same symbolic tools in the
construction of the model helps to form a common
method of solving different types of problems,
because the model helps to identify the components of
the task and helps to find solutions. Forming the ability
to work with information is also one of the results of
studying meta-science. A method such as "Questions
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
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Pages:
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OCLC
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1242041055
Publisher:
Master Journals
on B. Bloom" successfully used in exact sciences, which
allows you to determine the amount of knowledge you
have on the subject, as well as to assess the depth of
their assimilation. This method consists in the fact that
students independently formulate questions and
answers about the topic they have covered, and then
they can test their knowledge in pairs or in some other
way.
At the stage of strengthening knowledge, you can also
use other effective methods of working with
information, for example, "fish bone", "mental maps",
"Cluster" which help to develop critical thinking as an
element of functional literacy. A prerequisite for
evaluating the criteria are "social contract" that is
understandable to all participants. The rubric should
contain a detailed description of the student's
achievement levels and the corresponding number of
points. Such rubrics created for each type of evaluation
work, and the content of the criterion selected
depending on the content of the subject. It is
important that the rubric describes what the student
did, not the student. The presence of a rubric for the
teacher simplifies the examination of the work and
makes it more objective; the assessment will be
reasonable and therefore understandable for the
student; methods of adjusting knowledge, skills and
abilities will be clear. The student fills out the test form
three times. Test sheets in the lesson at the beginning
of learning the subject. As they study the topic, they
complete the first column of the sheet, demonstrating
their initial familiarity with the concept. In the lesson of
repeating and summarizing the learned material,
students fill in the second column of the sheet using
the following symbols: "+ "- if the student believes in
his knowledge on this issue; «+ "
–
if he knows, but does
not eat very clearly; "
–
" - if he does not know this
material at all. The student then takes this sheet home
and uses it to prepare for the test at home. The last
third column filled in the lesson one lesson before the
test. The teacher because of independent and
imaginative works evaluates the «Being able» section.
In particular, in Finnish schools, student assessment is
included in the educational process and used
throughout the school year to improve the
performance of teachers and students. Thirdly,
determining the academic performance of students in
the country considered the responsibility of the school,
not external evaluators. In general, evaluation is a
mechanism, criteria and procedures for determining
the level of acquisition of qualification requirements
specified in the State Education Standards and
Curriculum during the education process of students in
general secondary education. Pedagogical control
performs several tasks and functions in the educational
process. According to scientific literature, pedagogical
control has the following tasks:
Based on these, the main tasks of the evaluation
system in the educational process can be specified as
follows:
Determining the mastery level;
Stimulate interest in learning;
Show the error in the student’s answer;
Ensuring strengthening of knowledge, skills and
qualifications;
To ensure that the student always comes to class
ready;
Mutual comparison of the student's knowledge, skills
and qualifications;
Formation of qualities such as academic skills in the
student, working with information, moral maturity,
literacy in specific subjects; creating an atmosphere of
mutual friendly competition among students during
the educational process;
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
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Pages:
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OCLC
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1242041055
Publisher:
Master Journals
Identify possible gaps in knowledge, skills and
competence formation and gradually eliminate them;
Constantly analyze the development of knowledge,
skills and qualifications;
To achieve the creation of a favorable pedagogical and
psychological environment for the student to gain full
knowledge;
Achieving objectivity in the assessment of the
student’s knowledge, skills and qualifications;
Achieve the assessment of the student's significant,
practical knowledge, skills and competence;
Achieve the use of a convenient method in student
assessment;
Sorting the student according to the level of
knowledge, skills and qualifications;
Preparing the student for the next stage of education;
Monitoring
the
fulfillment
of
qualification
requirements set by the state educational standard.
The evaluation process carried out with a specific goal
in mind. In accordance with this goal, the number and
methodology of the domain, sub-domain, constructs
and tasks to be checked and the evaluation criteria are
determined in the evaluation process. Therefore, first,
it is necessary to determine the purpose of the
assessment and design the assessment accordingly.
After all, as President Shavkat Mirziyoyev noted, "It is
necessary to fundamentally revise the curriculum and
programs, involving experienced pedagogues and
specialists. We have complex tasks ahead of us in terms
of education of young people, training and retraining
of personnel in psychology and various other fields.
Because of the rapid development of the society, the
information environment and the situation in the labor
market, the reproductive education system of specific
sciences remains ineffective. Therefore, in order to
prepare students for the future life, it is necessary to
develop new approaches to teaching specific subjects.
TIMSS - (Trends in International Mathematics and
Science Study) is an international monitoring of the
quality of science and mathematics education at
school, organized by the International Association for
the Evaluation of Educational Achievements (IEA). This
program helps to compare the level and quality of the
knowledge acquired by students of the 4th grade in
specific sciences and natural sciences, and to identify
differences in the national education system. The
uniqueness of this program is that it related to the
educational content, educational process, facilities of
the educational institution, the level of knowledge of
the teachers, and the family environment of the
students. The indicated factors serve as a basis for
showing the mastery of specific subjects.
In scientific literature, evaluation (pedagogical control)
divided into types such as final state certification,
internal control, collective control and external
control, depending on who conducts it. At the same
time, assessment of students' mastery in each subject
divided into current, intermediate and final control
types according to the scope of topics. In the world
experience, the theory of evaluation separated as an
independent science; several types of evaluation used
in the educational process. In particular, formative,
diagnostic, dynamic, synoptic, complex, norm-based,
criteria-based, and summative types of assessment
distinguished in the studies of the pedagogical
dimension.
Summative assessment is the process of checking and
evaluating the skills and competencies acquired by
students in a specific subject or subjects during the
academic term, or during a specific academic year, or
during the entire general secondary education. This
Volume 05 Issue 10-2024
105
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
99-105
OCLC
–
1242041055
Publisher:
Master Journals
includes
quarterly
assessment
tests,
annual
performance tests, final state certification tests, and
higher education entrance exams. The purpose of
conducting such tests is to test, summarize and sort
the knowledge, skills, and abilities of students, and to
serve as a selection for moving to the next level of
education. Therefore, the impact of such tests on
education is significant.
It is necessary to enrich the textbooks even more with
pictures, schemes, diagrams and graphs that make it
easier for students to master the learning tasks. This
leads to an increase in the size of the textbook and the
amount spent on it. In this case, it is necessary to
publish textbooks in two or to create alternative
textbooks. Because the more diverse the educational
materials in the textbooks are and the more
systematically they are used in the educational
process, the more students’ interest in science
increases. It will also be convenient for evaluation.
In recent years, great work has been done on a national
scale in the field of creating a new generation of
textbooks for general secondary schools and
educational-methodical complexes corresponding to
it. Today, based on the requirements of the
competency approach, it is required that the textbooks
be compatible with the improved educational
programs and express the democratic models that
update the educational content and are directed to the
student’s personality. Because, in the new models of
the content of education, the social order set by the
state and society for the educational process will be
expressed.
Over the years, this has led to the accumulation of
problems regarding the examination of the skills and
qualifications of the graduating classes. Along with the
renewal of the state management system, reforms are
underway in all areas.
CONCLUSION
In conclusion, it can be said that the application of the
experience of foreign countries, especially Finland, in
the development and assessment of mathematical
literacy give effective results. The experience, it is
possible to open up the individual possibilities of
students, and to evaluate them objectively and fairly.
REFERENCES
1.
Mirziyoev Sh.M. Critical analysis, strict order,
discipline and personal responsibility should be the
daily rules of every leader's activity.-T.:Uzbekistan,
2017. - 45 p.
2.
J. Hasanov and others. Pedagogy. - Tashkent.
"Publisher", 2011. 488 p. (398)
3.
Abdiraimov Sh. Scientific-methodological bases of
assessment of reading comprehension skills in
mother tongue education. Ped. Science. phil. doc.
Diss. - Tashkent. 2022. p. 14.
4.
J. Hasanov and others. Pedagogy. - Tashkent.
"Publisher", 2011. 488 p. (398)
5.
Abdiraimov Sh. Scientific-methodological bases of
assessment of reading comprehension skills in
mother tongue education. Ped. science. phil. doc.
Diss. - Tashkent. 2022. p. 14.
6.
Alikhanov S. Mathematics teaching methodology.
Textbook for undergraduate students of the
Faculty of Mathematics of universities - T.: Teacher,
2008. p. 87.
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Skatkin, M. N. Problemy sovremennoy didaktiki
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