Volume 03 Issue 12-2023
24
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
24-27
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the pedagogical mechanisms of improving the competencies of the evaluation of the quality of
education of the future elementary school teachers, which is a topical topic today, and modern scientific-pedagogical,
social-political problems, which are the demand of the day, should be known; to have the ability to apply science,
mathematics, social and humanitarian knowledge in practice, to accumulate skills, to form one's professional skills, to
learn, to acquire information search skills, to develop one's own self-learning abilities, as well as formation and
solution of various pedagogical problems and tasks are highlighted.
KEYWORDS
Elementary teacher, specialist, qualification, knowledge, skill, method, method.
INTRODUCTION
If we consider the analyzed scientific works on the
pedagogical
mechanisms
of
improving
the
competencies of future primary teachers in the
assessment of the quality of education, we will
Research Article
PEDAGOGICAL MECHANISMS OF IMPROVING THE COMPETENCES OF
FUTURE PRIMARY EDUCATION TEACHERS TO ASSESS THE QUALITY OF
EDUCATION
Submission Date:
November 29, 2023,
Accepted Date:
December 04, 2023,
Published Date:
December 09, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue12-05
Zulfia M. Urazova
Associate Professor, Head of the department of school and pre-school education, New Century University,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
25
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
24-27
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
consider the well-known scientists and researchers
who have made a significant contribution to this field.
z carried out scientific work. It is important to note that
multiple authors may contribute to textbooks and the
level of authorship may vary[1,2].
The main results and findings
Some notable scholars in the field of educational
assessment and quality evaluation in primary
education include:
1. John Hattie: An educational researcher known for his
work on Visible Learning, Hattie has written
extensively on assessment and educational quality. His
book "Visible Learning" and its related publications
offer insights into effective evaluation and assessment
strategies.
2. Dylan Wiliam: A prominent education researcher,
Wiliam has written extensively on assessment for
learning and formative assessment practices. His book
"Embedded
Formative
Assessment"
provides
guidance on how assessment can enhance teaching
and learning.
3. Grant Wiggins and Jay McTighe: Known for their
work on Understanding by Design (UbD), Wiggins and
McTighe have pioneered the use of backward design in
curriculum planning and assessment. Their books,
including "Understanding by Design" and "Assessing
Student Performance," provide practical approaches
to assessment and quality evaluation.
4. Linda Darling-Hammond: As an education researcher
and policy expert, Darling-Hammond has contributed
to the field of assessment and teacher education. Her
book "Assessing Teacher Education" explores
effective evaluation practices and strategies for
assessing teacher quality.
5. Thomas Guskey: Guskey specializes in educational
assessment, evaluation, and grading practices. His
book "Developing Standards-Based Report Cards"
provides guidance on designing and implementing
effective assessment and grading systems.
The pedagogical mechanisms for improving the
competences of future primary teachers to evaluate
the quality of education involve providing them with
the necessary knowledge, skills, and experiences to
assess and evaluate the quality of education
effectively. Here are some key mechanisms[3,4]:
1. Curriculum and coursework: Design and integrate
courses in the teacher education program that
explicitly focus on evaluation and assessment in
education. These courses should cover topics such as
principles and methods of educational evaluation,
assessment strategies, data collection and analysis,
and interpretation of assessment results.
2. Practical experiences: Provide future primary
teachers with practical experiences in evaluating and
assessing the quality of education. This can be done
through field experiences, internships, or practicum
placements in schools or educational organizations
where they can observe and participate in evaluation
processes, such as analyzing standardized tests,
reviewing classroom assessments, or conducting
classroom observations.
3. Mentorship and guidance: Assign experienced
mentors or supervisors to guide future primary
teachers in the evaluation process. Mentors can
provide feedback, support, and guidance to help them
develop skills in evaluating educational quality. This
Volume 03 Issue 12-2023
26
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
24-27
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
mentorship can occur during field experiences, student
teaching, or throughout the teacher preparation
program.
4. Use of evaluation frameworks and tools: Introduce
future primary teachers to different evaluation
frameworks, guidelines, and tools commonly used in
education. Familiarize them with qualitative and
quantitative methods of evaluation, including surveys,
interviews, observations, and student performance
assessments. Provide training on how to use these
tools effectively and ethically.
5. Critical reflection and analysis: Foster critical thinking
and reflective skills in future primary teachers.
Encourage them to critically analyze educational
practices and policies, question assumptions about
quality in education, and engage in dialogue and
discussions about educational evaluation. This can be
done through assignments, case studies, or group
discussions.
6. Data literacy skills: Develop future primary teachers'
skills in interpreting and analyzing educational data.
Provide training on how to collect, analyze, and
interpret data related to student achievement,
classroom assessments, and program evaluations.
Emphasize the use of data to inform instructional
decision-making and improve educational practices.
7. Collaboration and professional development:
Encourage future primary teachers to engage in
professional collaboration and ongoing professional
development opportunities related to educational
evaluation. This can include attending conferences,
participating in workshops or webinars, and
connecting with other educators, researchers, and
evaluators to stay updated on current trends and
practices in educational evaluation.
8. Ethical considerations: Emphasize the ethical
considerations involved in evaluating the quality of
education. Teach future primary teachers about
confidentiality, privacy, fairness, and objectivity in
assessment and evaluation practices. Help them
understand the importance of using evaluation results
ethically and responsibly [5].
CONCLUSION
By implementing these pedagogical mechanisms,
teacher education programs can prepare future
primary teachers to become competent evaluators of
education quality. These mechanisms equip them with
the necessary knowledge, skills, and attitudes to assess
and improve the quality of education in primary
schools effectively.
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Volume 03 Issue 12-2023
27
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
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:
24-27
SJIF
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MPACT
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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