International Journal of Pedagogics
109
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
109-114
10.37547/ijp/Volume05Issue02-29
Developing Creative Competence Based on the
International Assessment System in the Education
Course
Allashova Nursulu Urınbaevna
Doctoral student, Nukus State Pedagogical Institute named after Ajiniyaz, Uzbekistan
Received:
11 December 2024;
Accepted:
13 January 2025;
Published:
15 February 2025
Abstract:
This article focuses on developing students’ creativity in the Education course based on international
assessment traditions. It explores methods of educating students using advanced foreign experiences and the
implementation of PISA tests in Education lessons.
Keywords:
Education course, creativity, international assessment, PISA, education.
Introduction:
According to the decree of the President
of the Republic of Uzbekistan dated April 29, 2020, the
Concept for the Development of the Public Education
System Until 2030 was approved. This concept outlines
specific mechanisms to achieve 48 target indicators.
For instance, by 2030, Uzbekistan aims to be among the
top 30 countries in the PISA international assessment
program for evaluating students’ knowledge.
“We need quality, not just quantity. To achieve this, we
must thoroughly study foreign experience. The
countries that prioritize workforce development will
succeed. Establishing a system for training personnel
based on scientifically grounded experience is our most
important task,” said the President of Uzbekistan,
Shavkat Mirziyoyev.[1]
Currently, it is undeniable that the education system in
our country is rapidly developing. However, to achieve
even greater success, as our President has stated, it is
essential to thoroughly study the advanced
experiences of developed countries. This requires an
in-depth examination of the International Student
Assessment Program, which evaluates the education
systems of developed nations. Only then can we
nurture competitive young professionals capable of
thriving in the global market, as emphasized by our
President.
International Assessment System
The Programme for International Student Assessment
(PISA) is an international program that evaluates the
literacy (reading, mathematics, and science) of 15-year-
old students across various countries, assessing their
ability to apply knowledge in real-world situations.[2]
The International Student Assessment Program (PISA)
is primarily designed to develop students’ creative
competence. The PISA tests aim to enhance students’
ability to analyze real-life situations, solve problems,
and draw conclusions
—
skills that are essential in
everyday life.
In general, the PISA program assesses how well
students are prepared for life, teaching them how to
tackle real-world challenges effectively. It plays a
crucial role in fostering creative thinking, as well as
developing their knowledge in reading, mathematics,
and science.
Moreover, PISA is not just about academic
knowledge
—
it also contributes significantly to
students’ character development. This highlights the
undeniable interconnection between education and
upbringing, which is fundamental for the advancement
of any high-quality education system.
In the Education course, we can use PISA tests as a tool
to develop students’ creative competence based on
international assessment systems. This approach
allows for a comprehensive development of students
by integrating real-life problem-solving skills into the
curriculum.
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International Journal of Pedagogics (ISSN: 2771-2281)
To implement this effectively, we can design PISA-style
questions based on the content of each lesson in the
Education course. For example, if we focus on first-
grade topics, we can create test questions that align
with their themes.
Here are a few examples of how we can adapt PISA-
style questions for first-grade Education lessons:
PISA-style Test for 1st Grade Ethics Course
1. A person is born in a specific place on Earth. That place is their…
a) classroom b) school d) homeland
2. For whom was the Memory Song written?
a)
teacher b)students d)technologies
3. Where do you have lessons at school?
a) in the classroom b) in the cateferia d) in the creative hall
4. What is the place in school where many books are kept?
a)medical room b)psychologist’s room d) library
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International Journal of Pedagogics (ISSN: 2771-2281)
5. Which of the following behaviors are part of student etiquette?
a) b) d)
6.
Which action in the picture is incorrect?
a) throwing trash on the ground b) helping others d) reading a book
7. Two friends and…
a) a bird b) a bear d) a flower
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International Journal of Pedagogics (ISSN: 2771-2281)
8. Dear students, in your opinion, which of the following benefits nature?a)
b) d)
9.
In the fable of the tortoise and the hare, who won the race?
a) The tortoise b) The hare d) The birds
10. In your opinion, which is the most useful gift for a person?
a) Sweets b) A flower d) A book
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[3].
(O.V. Usmanova, Y.V. Risyukova, “Ethics” textbook, Tashkent-2023. The images for the PISA tests
above were taken from pages of this textbook.)
Thus, we can integrate the PISA international
assessment program with the Ethics (Tarbiya) course.
This approach will
increase students’ interest in the
subject and significantly enhance their creativity.
Among the leading countries in international student
assessment, nations like Japan, Finland, the USA,
Germany, Singapore, and the UK consistently rank at
the top. In these countries, the PISA program is used to
develop students’ critical thinking, problem
-solving
skills, goal-setting abilities, and creative competence
—
all of which are essential for success in real life.
The content of the Ethics (Tarbiya) course taught in
schools prepares children for real-life challenges, helps
them set life goals, and fosters positive behavior. It
teaches students to analyze situations critically,
develop a sense of responsibility, and practice
resourcefulness
—
including the conservation of natural
and material resources. Additionally, it nurtures logical
thinking, awareness of moral and ethical values, and
social etiquette.
At this point, it is essential to examine the child-rearing
systems of developed countries and how they educate
the younger generation.
The people of Japan take the upbringing of their
children very seriously. In Japanese culture, there is a
specific approach to raising children at each age, and
the primary education is focused on children up to the
age of 3. It is believed that it is during these early years
that a child’s hidden talents can be revealed. Up until
the age of 5, Japanese parents treat their children
almost like royalty, allowing them the freedom to play
as they wish and explore their imaginations.
In fact, even in kindergartens, special rooms are
provided where children can freely draw on the walls
with markers. Japanese parents do not spoil their
children with excessive toys or clothing. Instead, they
emphasize the importance of nurturing creativity,
independence, and critical thinking from a very young
age.
In the United States, the value of freedom is also
reflected in child-rearing practices. Mothers are ready
to satisfy every momentary curiosity and whim of their
children. Many children become familiar with all kinds
of toys by the age of 4 or 5, and often American
families’ garages and storage areas are filled with toys
that have been played with once. On the other hand,
American children grow up hearing every day from
infancy, “You ar
e the most beautiful, the best, the
smartest, the most talented.” The goal is to raise an
independent person with their own opinions! If a child
makes a mistake, they are not beaten; instead, they are
encouraged with phrases like, “Try again! You can
defin
itely do it! Because you are amazing!” Of course,
such an approach will pay off in the future. In Sweden,
children are regarded as fully developed individuals
with their own rights and responsibilities.
Finland
is rightly considered the most child-friendly
country in the world. Children with physical disabilities
attend regular kindergartens and schools there. There
is no distinction made between disabled and healthy
children. Play is the main tool for developing a child,
and parents pay great attention to it.
In Germany
, great attention is given to children’s
development starting at the age of 3. Mothers take
their children to special development groups once a
week in the early stages, and several times a week as
they grow older. The goal is to teach them to play in
groups and to engage in communication with others.
Only after attending these groups is the child enrolled
in kindergarten, as it makes their adaptation easier, and
the children feel free there. In kindergarten, children
are taught their rights and that no one can harm them.
[Pages 4.21-23]
Through the Singapore method, students not only
absorb information but also learn to analyze it and find
independent solutions. The main goal of this approach
is to ensure a deeper and broader understanding of
concepts and to prepare and educate students to apply
them in real-life situations. Additionally, in Singapore,
values are deeply embedded in the education system’s
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International Journal of Pedagogics (ISSN: 2771-2281)
core traditions. This is because the primary focus in
Singapore is on teaching students values. In developing
social-emotional characteristics, students rely on
several competencies:
• The first competency is self
-awareness. Before
communicating with people around you, you need to
be aware of your own strengths and weaknesses.
• The secon
d competency is self-management. Self-
management starts with self-awareness. If you know
your strengths and weaknesses well, you can manage
yourself effectively.
• The third competency is awareness of social issues.
• The fourth social
-emotional aspect is establishing
and managing communication.[5]
Another distinctive feature of the Singapore education
system is that it is not about preparing a person for life,
but rather the system is built on the idea that life itself
provides education and training to the person.
In Singapore, if children make a mistake, they take
action themselves to correct it. They draw practical
conclusions from their mistakes. As mentioned earlier,
they
gain a lot of experience from life. In this approach,
education is such a process that the child works hard
from an early age to find their place in the future and
achieve their goals.
CONCLUSION
In conclusion, the Programme for International Student
Assessment (PISA) not only aims to improve students’
knowledge in reading, mathematics, and science but
also focuses on developing their creativity.
In such situations, students are taught how to find
solutions and make decisions on how to handle and
overcome challenges. This International Student
Assessment Program (PISA) can be closely integrated
with the school’s curriculum, particularly with the
“Tarbiya” (Education) textbook. The reason is that th
e
content of the Tarbiya textbook directly prepares the
child for real-life situations. The topics in the textbook
encourage students to think freely, set goals,
distinguish between good and bad, create projects, and
address other life-related issues. Through these topics,
students’ creative thinking is developed to a very high
level.
REFERENCES
Mirziyoyev Sh.M. “The Rule of Law and Ensuring
Human Interests
–
The Guarantee of National
Development and People’s Well
-
being.”
https://kaa.wikipedia.org/wiki/International_Student_
Assessment_Program
O.V. Usmanova, Y.V. Risyukova “Education” textbook,
Tashkent-2023
Abdullayeva Barno Sayfutdinovna, Tursunova Malika
Baxtiyor qizi, Xaydarova Mahliyo Khabibullayevna
“PRIMARY EDUCATION IN THE SUBJECT OF
EDUCATION” textbook, Tashkent
-2022
5.https://api.onlinedu.uz/storage/lesson/EuIVFAB3Mq
ZLmP4ZDvmtjli1sqPORahULslUO86I.pdf?token=null
