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ISSUES OF IMPLEMENTING THE CREDIT MODULE SYSTEM IN THE
PROCESS OF HIGHER EDUCATION
Khudarganov Tokhirjon Otabek ugli
Student at Mamun University
E-mail: tohirxudarganov71@gmail.com
Abdukarimova Gulasal Khursand kizi
Student at Mamun University
E-mail: abdukarimovagulasal2@gmail.com
https://doi.org/10.5281/zenodo.14615279
Abstract
: This article discusses the work done in introducing the credit
module system in higher education institutions, the work done to adapt the
education system to modern and international standards.
Keywords
: The concept of the credit system, module system, pedagogical
methods, accumulative assessment, summative assessment, improving the
quality of education, academic.
Introduction
.
The issues of introducing the credit module system in the process of higher
education are of great importance in order to modernize the education system in
Uzbekistan and adapt it to international standards. This system helps to make
education more flexible and effective for students. The credit module system is
aimed at improving students' self-management, activity in the educational
process and knowledge acquisition.
The main issues in introducing the credit module system may be the
following:
1. The concept of the credit system: The credit system is a unit designed to
assess the knowledge and skills provided to students, and represents the
number of hours of study specified in the curriculum and their content. Each
subject or course has its own set of credits, which can vary depending on the
direction students choose.
2. Module system: The components of the educational process are called
modules. Each module covers a specific topic or area of knowledge. Modules
usually contain educational material that can be mastered in a short time and
help students organize their learning in the best way.
3. Flexibility of education: The credit-module system allows students to
organize their educational processes in a way that is convenient for them.
Students have more freedom in adjusting their study plans and educational
process, choosing courses, completing classes on time, and receiving final
grades.
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4. Accumulative credit system: The accumulative assessment system that
comes with the credit-module system is based on accumulating the knowledge
and skills that students have mastered. In this system, students are assessed not
only through final grades, but also through various tests, assignments, and
interactive activities. This serves to further improve learning.
5. Improved communication between teachers and students: The credit-
module system helps to improve communication between teachers and
students. Students have the opportunity to choose subjects and courses that
interest them, and teachers have the opportunity to more effectively assess
students' knowledge and skills.
6. Pedagogical methods: Along with the credit-module system, pedagogical
methods should also be updated. It is necessary to use innovative technologies
that encourage students to be active, to use distance learning and Internet
resources in teaching the learning process.
7. Regulatory documents and methodology: When introducing the credit-
module system, it is necessary to develop clear regulatory documents and
methodology for its application. These documents serve as guidelines for
teachers and students and ensure the effective functioning of the system.
8. Available resources and capabilities: For the successful implementation
of the system, it is necessary to ensure that educational institutions have the
necessary materials, computer technology, resources for teacher training and
updating teaching methodologies. The installation of good infrastructure and
advanced technologies increases the quality of the educational process.
An assessment model is a system for measuring and evaluating student
knowledge and skills during the educational process. In higher education, an
assessment model usually represents an approach that determines how to
identify, evaluate and produce final results for student performance. This model
is used to determine the level of mastery of students in a particular subject or
subject and to produce results based on it.
The assessment model in higher education is based on several factors:
1. Formative assessment:
A formative assessment is a type of assessment that is carried out during
the learning process, the main purpose of which is to continuously monitor the
knowledge and skills that students have acquired. In this type of assessment,
students' results do not directly affect the final grade, but they help to determine
in which areas they are strong or weak in their learning process. Examples:
• Tests
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• Lecture-based questions
• Practical work
• Discussion or group work
• Assignments and laboratory work
The main benefit of formative assessment is to allow students to
understand their mistakes and correct them.
2. Summative assessment:
Summative assessment is used to measure the final knowledge of a student
in a particular course or subject. This assessment is usually carried out at the
end of the course and is the basis for giving the student a final grade. The
following methods are often used in summative assessment:
• Examinations (face-to-face or online)
• Final coursework results
• Written and oral tests
• Participation in a seminar or conference
This type of assessment serves to measure the student's overall academic
success and level of mastery.
3. Credit-module assessment:
In the credit-module system, assessment is clear and organized, in which
the student evaluates his or her performance on the basis of each module and
credit. In the credit-module system:
• Credit: The amount of study time allocated to the student for each subject
or course.
• Module: Short courses or blocks of study on a specific topic.
In this system, a student receives a certain amount of credits for
successfully completing each module, and the final grade is determined by these
credits. Credits can only be accumulated with good results, which reflect the
student's true success.
4. Cumulative Assessment:
Cumulative assessment involves measuring student performance over a
series of stages, using a variety of assessment methods. In this model, students
earn credits and points for tests, assignments, and other learning activities
completed over time. In this system, students:
• Add up the points earned for each activity.
• The final score is determined by the total of these points.
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The cumulative assessment model encourages students to continuously
learn because they are continuously assessed through reading and practical
activities.
5. Constructive Assessment:
This assessment model focuses on assessing students' creative and critical
thinking skills. Constructive assessment requires students to generate new
ideas, analyze topics in depth, and present them. The following methods are
most often used in this type of assessment:
• Portfolio (a collection of student work)
• Projects or presentations
• Results of research work
• Reflective writing
The constructivist assessment model encourages students not only to
acquire knowledge, but also to express their own opinions, develop new
approaches, and analyze different points of view.
6. Social assessment:
The social assessment model focuses on assessing a student's group
performance, cooperation, and teamwork. In this model, a student is assessed
not individually, but through group work and team projects. Students:
• Respond to changes in the group
• Communicate their thoughts and ideas to others
• Collaborate to achieve team goals
Organizing independent learning is the process of creating opportunities
for students to independently acquire, learn, and develop their knowledge. This
process is aimed at developing self-development and independent thinking skills
in students. The organization of independent learning is very important in the
higher education system, as it helps to prepare students for self-management
and future professional activities.
Main directions of organizing independent learning:
1. Updating curricula and programs:
o Curriculums and plans should be updated to support independent
learning. These programs should provide students with the necessary resources,
time and skills to work independently.
2. Providing resources:
o Students should be provided with the necessary scientific literature,
sources, electronic libraries and online resources for effective independent
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learning. Students should be able to find the necessary information for
themselves through the library, the Internet and other resources.
3. Mentoring system:
o Professors and teachers should help in organizing independent learning
as mentors. They should be in constant contact with students, monitor their
work and provide guidance.
4. Assessment and analysis:
o A system for assessing students' achievements in the process of
independent work should be introduced. Assessment methods should help
determine the knowledge acquired by students, and allow them to consolidate
their knowledge and skills. These assessments should relate not only to
theoretical knowledge, but also to practical skills.
5. Practice and experience:
o Students should connect their independent work not only on the basis of
the material studied in the lessons, but also to real-life issues. This will help
prepare them for future work.
6. Development of thinking and analytical skills:
o When organizing independent learning, students should be encouraged
not only to study information, but also to form their own opinions, analyze, and
make independent decisions. For this, it is necessary to emphasize critical
thinking and problem-solving skills.
7. Use of new technologies:
o The use of new technologies and online teaching methods in organizing
independent learning creates opportunities for students. Resources such as
online courses, video lessons, electronic libraries, virtual laboratories encourage
students to study more independently.
Literature review: The opinions of professors and scientists about the
credit-module system can be in different directions. Teachers and researchers
study the effectiveness, advantages and disadvantages of this system in the
educational process. Below I will give the opinions of some professors and
scientists about the credit-module system:
1. The role of the credit system in creating flexibility in education:
Some professors see the credit-module system as a system that creates
great opportunities for students to adapt their educational process. They see the
advantage of this system in that students can organize their curricula according
to their needs and interests. This, in turn, helps to individualize education, that
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is, each student chooses the necessary courses to achieve his or her educational
goals.
2. International recognition and unity of educational systems:
A number of professors point to the credit-module system as one of the
important steps towards unification in international educational systems. In
their opinion, one of the main advantages of this system is the mutual
recognition of curricula and diplomas between universities and higher
education institutions. Through the credit system, students will have the
opportunity to transfer their studies to other universities, which will strengthen
cooperation in global education.
3. Improving the quality of education:
Some professors emphasize that the credit system serves to improve the
quality of education. In the credit-module system, the points received for each
course or module help to constantly assess the student's activity. This allows
students to study and consolidate their knowledge more deeply. Also, the system
individually forms curricula and programs based on the credits received by
students, which allows students to receive more effective education.
4. Problems and difficulties of the system:
However, some scholars also point out some shortcomings of the credit-
module system. For example, the complexity of the system and the rules set for it
can often be incomprehensible to students. The lack of resources or insufficient
support mechanisms by universities and educational institutions in
implementing this system leads to some problems. Furthermore, the goal of
credit accumulation can often be more quantitative than qualitative, which can
affect students’ level of knowledge and depth of understanding.
5. Academic stress and problems for students:
Some professors believe that a credit system can force students to take
many modules and courses, which increases academic stress. They also note that
it can increase competition among students to accumulate credits quickly and
efficiently, and that many students are motivated to get only good grades.
6. A cautious approach:
Some scholars suggest a cautious approach to implementing a credit-
module system. In their opinion, for the system to work effectively, universities
and teachers need to explain the essence of the system to students and provide
the necessary support. It is also important to fully provide students with
learning materials and resources so that they can fully use the opportunities
available in the system.
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Discussion
The following are the opinions of scholars regarding the introduction of the
credit-module system:
Pros:
1. Flexibility: Students can choose their educational program based on their
personal interests, which individualizes education.
2. International integration: The system allows students to transfer credits
to other universities, which ensures global recognition of education.
3. Qualitative assessment: Continuous assessment of each course or module
helps to improve student knowledge.
Cons:
1. Academic load: Choosing a large number of courses and modules puts an
excessive burden on students, which can increase stress.
2. Lack of resources: The infrastructure and resources required to
effectively implement the system may be lacking.
3. Complexity: The credit-module system may be incomprehensible to some
students, which makes it difficult for the system to function effectively.
Conclusion
:
Scholars believe that the credit-module system is beneficial in creating
flexibility in education and gaining international recognition, but there are also
problems with the implementation of the system, such as increased academic
workload, lack of resources, and complexity of the system.
In conclusion, it can be said that some professors see the credit-module system
as a system that provides great opportunities for students to customize their
educational process. They believe that the advantage of this system is that
students can organize their curricula according to their needs and interests.
This, in turn, helps to individualize education, that is, each student chooses the
necessary courses to achieve his educational goals
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Abdullaeva N. (2015) - "Credit-module system:
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Toshpu‘latov R. (2016) - "Modular training in the education system"
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Kurbanov A. (2014) - "Implementation of the credit-module system in
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