International Journal of Pedagogics
186
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
186-188
10.37547/ijp/Volume05Issue04-50
International Assessment Programs: Essence and Importance
Vohidova Ibodatxon Hurmatullayevna
Master's student at Asia International University, Uzbekistan
Received:
26 February 2025;
Accepted:
22 March 2025;
Published:
25 April 2025
Abstract:
The article provides information about the essence and importance of international assessment
programs PISA, PIRLS and other programs, as well as their importance in the field of education in Uzbekistan. At
the same time, the article discusses the requirements for international assessment, the principles of the program
and its implementation in the education system, as well as the important features of the international assessment
programs PISA, PIRLS, the views of foreign scientists, and the results of research studies.
Keywords:
PISA, PIRLS, student, school, classroom, teacher, assessment, international assessment program,
international education.
Introduction:
In today's globalized world, there is
increasing pressure to ensure that education systems in
developed and developing countries are competitive
and effective. The Programme for International
Student Assessment (PISA), launched by the
Organization
for
Economic
Co-operation
and
Development (OECD) in 2000, is designed to provide
cross-nationally comparable data to measure students'
readiness for real-world challenges. Unlike traditional
curriculum-based assessments, PISA emphasizes the
practical application of knowledge. The goals of the
PISA international assessment programs are to assess
the extent to which students have acquired basic
knowledge and skills by the end of compulsory
education, to provide insights into educational
practices and outcomes globally, to provide
policymakers with evidence-based guidance for
reform, and more.
The Programme for International Student Assessment
(PISA) was commissioned by the Organisation for
Economic Co-operation and Development (OECD) in
the late 1990s as a continuous, periodic international
comparative study of the learning and assessment of
15-year-old students in mathematics, science and
literacy. PISA is co-administered by the OECD and is
conducted in partnership with member countries and
large economies, and a growing number of non-
member countries, known as partner economies [1].
PIRLS (Progress in International Reading and Literacy
Study) is an international research program to assess
the level of reading comprehension of primary school
students. More than 50 countries participate in the
PIRLS study. The purpose of this international study is
to identify and assess the readiness of primary school
students in countries with different education systems
to read and comprehend text, and the specific features
of the education system that lead to different
achievements of students [2]
For each round of PISA, Australia reports results at both
national and state and territory levels in the three core
areas tested
–
reading, mathematics and scientific
literacy. A breakdown of our national results is also
provided to show how students from different
demographic groups are achieving. For each of the
three core areas tested, the PISA national report shows
results for students who are Indigenous or immigrant
or who do not speak English. It also compares student
performance by gender, the school sector they attend
(government, Catholic or independent), where their
school is located (metropolitan, regional or remote)
and the socio-economic background of their families.
All data collected in PISA is de-identified, so when
Australian results are released publicly, no student or
school can be identified who took PISA [3].
An analysis of organizational forms, models,
technologies and procedures for assessing the quality
of education in the most developed countries of the
world shows that assessment is carried out through a
system of measuring educational achievements and
socio-economic indicators that are characteristic of
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
different
education
systems.
Educational
measurement systems in each country have their own
characteristics, methods and technologies, which may
differ depending on the characteristics of the education
system of a particular country. However, most of the
assessment systems operating in developed countries
are based on testing technologies that allow
standardizing assessment processes, ensuring the
objectivity of assessment results, and using information
and communication technologies in the process of
assessing, processing and interpreting assessment
results. In particular, in the USA, SAT (Scholastic
Achievement Test) and ACT (American College Testing)
tests are used to determine the level of knowledge of
high school students, the results of which are taken into
account when entering almost all higher educational
institutions [4]
In the process, according to the results of external
monitoring conducted by the Ministry of Public
Education, partially using international assessment
materials, students are being educated at an
international level. In May 2017, the Ministry of Public
Education, in collaboration with the UNICEF Office in
Uzbekistan, conducted a study on the topic "Identifying
Factors That Negatively Affect Success" "Assimilation
by Students." In it, students' knowledge was
experimentally tested. 4 classes in mathematics,
reading and natural science are taught in 255 schools in
the republic. Test questions were prepared for
monitoring based on the content and requirements of
TIMSS educational materials [5] Test materials were
developed and analyzed in collaboration with UNICEF.
The Ministry also cooperates with UNICEF. General
secondary education in accordance with the
requirements of the PISA program on improving state
educational standards and curricula. Approved by the
Resolution of the Cabinet of Ministers of the Republic
of Uzbekistan No. 187 dated April 6, 2017. DTS,
curricula
and
training
programs
(primarily
mathematics, physics, biology, native language and
literature) are reviewed by international experts,
conclusions and recommendations are developed [6].
Today, a new system of monitoring the quality of
education is being formed in our country, based on the
identification and comparison of international
assessment programs. It is important to study
international experience in assessing the quality of
education, conduct a comparative and comprehensive
analysis of the existing system, and establish close
cooperation, To assess the quality of education, to
implement international projects with relevant
departments, research institutions, and international
and foreign organizations, and to improve the National
Assessment System based on the requirements of the
time [7].
The PISA international assessment program conducts
research using the following equipment:
1.
A set of tests consisting of training tasks
2.
Survey questions for students about the
educational institution they are attending
3.
Questionnaire questions for school principals
regarding the educational institution where they work
as teachers
4.
Questionnaire questions and questionnaire for
the manager conducting the test
5.
Questionnaire questions for education officials
6.
Instructions for compiling test tasks and
mathematical and statistical analysis of the results
obtained results [8].
Every three years, 15-year-old students are tested in
three areas.
1.
Natural sciences - students are expected to be
interested in scientific and technological innovations
related to natural sciences, to be able to use them, to
be able to justify them, to be able to explain and
evaluate natural phenomena, to conduct research
work
2.
Mathematics
-
the
ability
to
apply
mathematical operations in scientific reasoning and
solutions to life phenomena and their explanation
using mathematical concepts, theorems and axioms,
and also to determine the level of development of
students' ability to make rational decisions
3.
Reading - the student's literacy, reading, and
independent thinking are assessed; worldview,
analytical skills, memory, and social engagement [9].
A stratified random sampling method was used to
conduct the experimental study. According to it, 3,444
students studying in 150 schools were included in the
sample. The scope of the study was to assess the
literacy of 9th grade students. There were also 36
urban schools and 114 rural schools. 14 rural schools
were schools located in remote areas. Of these, 36
were single-shift, 114 were multi-shift, 31 were large,
and 119 were small. The study used a paper-based
model.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Participants in a study conducted to assess student achievement
.
Study title
Behavioral
pattern
Cover
A pilot study on
assessing student
literacy
Paper-
based
Class
Schools
Students
Directors
9
150
3444
150
The result was that, according to the results of the test
on mathematical literacy, students were able to solve
78.8% of the tasks on determining the interpretation
and evaluation competencies and 46% of the tasks on
determining the expression competencies. When
focusing on the application of the three competencies,
only 43% of students were able to complete the tasks
related to determining this competency. This indicates
that students lack the competencies to apply the
acquired mathematical knowledge in practice [10].
CONCLUSION
In conclusion, it should be said that international
assessment programs are very important in improving
the quality of education for school-age children. Based
on the data analyzed in the article, it can be concluded
that the development of a system for assessing the
quality of education in Uzbekistan is important, and
international assessment programs serve as a key
factor in improving this system. The analysis of research
shows that it is necessary to attach great importance to
the formation of students' skills and competencies for
the 21st century.
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