Volume 02 Issue 11-2022
8
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
08-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses forms of assessment of students' practical competence in geography. Education to give priority
to practical knowledge, the principles of application of theoretical knowledge given to students in everyday life are
recognized as the main factor ensuring sustainable progress in education, and the fact that "creating the opportunity
to receive quality education throughout life" is defined as an urgent task in the International education concept, in
turn, natural sciences increasing the effectiveness of teaching, consistently improving its organizational and
methodological support, expanding the scope of paying attention to the practical aspects of educational processes in
the conditions of an innovative educational environment.
KEYWORDS
Assessment of students', quality education, geography.
INTRODUCTION
Considerable scientific research is being carried out on
the methods of using interactive software tools,
facilitation models, reflexive technologies and their
effectiveness in organizing practical training in
teaching geography, forming and evaluating students'
practical competencies. Among the main tasks of these
studies, the issues of improving the quality of the
formation of practical competencies of schoolchildren,
including the study of pedagogical approaches aimed
at increasing the motivation of students in the
Research Article
FORMS OF ASSESSMENT OF STUDENTS' PRACTICAL COMPETENCE IN
GEOGRAPHY
Submission Date:
November 01, 2022,
Accepted Date:
November 05, 2022,
Published Date:
November 09, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-02
Surayyo A. Haydarova
Approaches To The Content Of World Senior Lecturer, Phd Jizzakh State Pedagogical 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 02 Issue 11-2022
9
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
08-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
formation of special competences related to science,
and the improvement of teaching methods based on
the specific characteristics of science occupy an
important place.
THE MAIN RESULTS AND FINDINGS
To determine the content of the level of assessment of
students' practical competence, the student's
characteristic approach and ability to educational tasks
should be the basis. In addition, it is necessary to select
and formulate specific tasks to evaluate the
achievements of students at each level. Thus, it is
appropriate to distinguish the complexity of the tasks
aimed at assessing students' practical competence in
geography into 4 levels:
- the first, reproductive, student's ability to successfully
solve standard educational tasks in subject content in
normal situations;
- secondly, the student can solve the standard
educational problems of the subject content through a
heuristic approach;
- third, the student has the ability to find a successful
solution to non-standard problems of the subject
content in the most usual situations;
- fourth, - the student can demonstrate a successful
solution to the non-standard problems of science
content based on a scientific-creative approach in
unusual situations.
"Economic and social geography of Uzbekistan" (for
the 8th grade of general secondary education) and
"Geography. The incompleteness of primary data in
the teaching of textbooks "World economic and social
geography" (prepared for 9th grade students of
general secondary schools) serves as a motivating
factor for the student to independently determine the
problem condition. The following didactic tasks can be
solved within this task:
- to create a situation where it is necessary to correctly
formulate a question encouraging the student to
obtain missing geographical sources and information;
- to direct the reader to a complex of geographical
literature to obtain information (in this case, it is
possible to assess whether the information is
sufficiently selected and how clearly the question is
formulated, as well as whether the necessary
information search is carried out);
- offer the reader to choose a quick and accurate
solution method that does not require the full amount
of information;
- the reader is recommended to make an assumption
about the quantitative value of the required data
(based on official source data) and justify it.
In our opinion, this model of tasks is very important for
the assessment of practical competence in geography,
and the main didactic tasks are:
- assessment of the application technology and limits
of the proposed solution method;
- assessment of the level of reliability of scientific
hypotheses and conclusions based on the state of the
existing problem;
- to clarify, systematize the received data, recommend
the scientific basis for increasing their reliability;
- It can be like suggesting alternative methods of
collecting primary and basic information about the task
and task or problem.
According to the analysis of the literature, it was
possible to classify concepts related to science into
Volume 02 Issue 11-2022
10
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
08-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
three main categories according to the level of
complexity: basic, advanced and advanced. Basic-level
tasks can include geographic nomenclature, basic
facts, and the simplest cause-and-effect relationships
between geographic objects and events. The advanced
level includes the ability to apply knowledge to solve
problems in a known or changed situation, while the
advanced level refers to the creative application of
knowledge from various departments of school
geography, other school subjects, to solve a specific
geographic problem. A creative approach is an
important factor in learning all subjects and building
professional competence.
In this regard, the scientific theories of the researcher
S. V. Ilinsky are appropriate, he emphasizes that the
stimulation of creative activity requires the
implementation of special tasks and suggests the
following method:
- several conflicting viewpoint tasks, a direct
requirement to express one's opinion on the problem
raised in the task, to address the student in the second
person and to respond in the form of a certain genre
text, etc.
In our opinion, this method has a positive effect on the
reflective activity that is the basis for the creative
development of students, without including the
system of problematic tasks and the meaningfulness of
education.
The set of tasks aimed at assessing the practical
competence of students has different forms, in
particular, they are distinguished by elements of
educational and research, scientific research, problem-
based and game activities. The analysis of
methodological, pedagogical and scientific literature
made it possible to distinguish the following:
- advanced extrapolation tasks, including "open type"
tasks;
- tasks that include conditions that require a
comprehensive assessment of ambiguous answers or
their level of reliability;
- tasks with redundant geographical information;
- tasks that require several alternatives, where it is
necessary to choose an optimal or original solution;
- assignments for proof;
- tasks for identifying and correcting errors;
- tasks on creating solution algorithms, summarizing
geographical phenomena, facts, laws;
- tasks of creating a situation where it is necessary to
create a suitable option based on a previously
prepared answer;
- tasks for the promotion of hypotheses, including
tasks for drawing up a plan;
- tasks-paradoxes.
The closer the tasks of this form are to the description
of a life-problem situation, the more freedom the
privileges given in them create. The reason is that
when doing most tasks, students complicate or
simplify them. This process means that some
information that determines the demand for the result
is missing, not taken into account, unlike the solution
in a generalized form, simplifying the tasks.
Therefore, the found solution cannot be considered as
a solution to the original problem. This is because task
complexity can occur consciously or unconsciously. If
the student, while completing the task, clearly defines
the additional conditions and restrictions introduced
Volume 02 Issue 11-2022
11
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
08-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
by him and finds a solution that meets these
conditions, then this path can only be welcomed. It
should be noted that in most cases, students
complicate tasks without understanding their essence.
From our point of view, specific intellectual content or
personal semantic formations are involved in the
process of performance of non-standard tasks by the
student. When the target intellectual content is
realized in the process of performing the tasks, it
becomes educational content. The importance of this
type of work is recognized from the point of view of
the creative development of students, from the
strengthening of their confidence in their intellectual
experience, its value, originality and real importance
for others.
Based on this, assignments and tasks aimed at forming
students' practical competence in geography should
provide four types of educational activities:
standardized
cognitive,
targeted
cognitive;
standardized process content and individual process
content.
Summarizing the tasks of this conditionally formed
group, it is appropriate to highlight the following:
1- clarification of analysis and synthesis, including the
tasks of creating a holistic image of a geographical
object: finding and clarifying a geographical object
according to its characteristics; creating a new
geographic object based on existing data; according to
the level of change of information and resources,
changing the geographical object based on the
conditions.
2- comparison of available data: in-depth analysis of
assignments to complete the comparison table;
delisting an additional object and justifying it; search
for analogues of the object; search for contradictions
about the source; draw clear analytical conclusions and
support them with evidence.
3- implementation of generalization and clarifying
tasks: finding a way to divide objects into groups
according to a given criterion; implementation of
modern approaches to finding ways of separation;
classification of objects according to different groups.
Completing the 4th classification scheme with
geographical concepts: classifying geographical
objects in the list according to an independently
selected direction; create a classification scheme for
the given concept and display it on a map.
Based on the classifications of the researcher S.V.
Ilinsky, we can distinguish three meaningful tasks
aimed at forming students' practical competence in
geography:
1. Knowledge of real material and the ability to use
special terms and concepts correctly, A-level tasks
(reproduction and description) that are responsible for
recognizing learning objects. Level A tests knowledge
of factual material. This fixed part of the test task
corresponds to the mandatory minimum content and
repetition level of educational information on a certain
subject and does not depend on the didactic goal that
determines the skill.
2. B-level tasks (intellectual level) to evaluate and
diagnose the ability to synthesize, analyze, generalize
real and theoretical materials. The simplest aspect of
such educational activity is comparison and
classification, and the most difficult is comparing two
or more events with the formation of concrete
conclusions and the establishment of cause-and-effect
relationships. At level B, the ability to work with
knowledge obtained on the basis of simple mental
processes is tested.
Volume 02 Issue 11-2022
12
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
08-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
3. Tasks of the C level (creative level), assessing and
diagnosing the ability to combine knowledge from
different areas, expressing one's point of view,
obtaining new intellectual knowledge that is not
provided in a ready form for the student. At the C level,
the ability to express one's thoughts in the form of a
written speech, as well as the ability to work with
knowledge obtained on the basis of complex mental
processes, is tested.
CONCLUSION
If we conclude from this point of view, in our opinion,
the following factors should be taken into account
when developing assignments and tasks aimed at
assessing the practical competence of students:
- Determining the minimum level of most assignments
and tasks related to science based on the educational
content. Fulfillment of this requirement allows for in-
depth study of geography, assimilation and
generalization of knowledge.
- It is necessary to consider the degree of complexity of
the tasks aimed at assessing the practical competence
in geography, and their compatibility with the level of
preparation of students. Some tasks are focused on
the compulsory school curriculum, but the level of
complexity is very high. This task can lead to a decrease
in the learner's cognitive interest, a decrease in
mastering competence, and an obstacle to successful
work at the next stages of geographic training.
- Subjects of science must be related to real processes
in real life. In order to develop cognitive interest in the
learner, it is desirable that the task be interesting and
related to reality.
- It is necessary to maintain a stable balance between
theoretical and practical training. By comparing
different methods, the learner will have the
opportunity to master the subjects of science.
- It is necessary to ensure that the previous and
subsequent educational information provided to the
learner is connected. It is necessary to form the
methodological base of the science teacher and to
enrich it with new resources.
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14
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
08-14
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
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