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Evaluation in the “flipped classroom model”
Mekhrininso BERDIYOROVA
1
Tashkent University of Architecture and Construction
ARTICLE INFO
ABSTRACT
Article history:
Received February 2023
Received in revised form
15 February 2023
Accepted 15 March 2023
Available online
25 April 2023
The flipped classroom teaching model is described as one in
which students
’
conventional outside-of-class activities (e.g.,
problem-solving practice) are brought within the classroom.
The classroom session, as opposed to how it is usually done in
the classroom (e.g., expository, information transmission
teaching) is completed outside and prior to the start of class.
The term
“
flipped classroom
”
refers to a teaching method that
involves flipping a classroom on its side. One of the many
benefits of a flipped classroom is that it allows teachers to
spend more time working directly with students. Using in-class
quizzes or tests to assess efficiently students reduces this
benefit by substituting non-interactive evaluation for time spent
on direct student interaction.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss2-pp213-217
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
flipped classroom,
formative-summative
assessment,
analytical approach,
high stakes assessment.
“Teskari sinf moduli” tizimida baholash
ANNOTATSIYA
Kalit so‘zlar
:
teskari sinf,
formativ-summativ
baholash,
analitik yondashuv,
yuqori baho.
Sinfda o
‘
qitishning teskari modeli o
‘
quvchilarning odatdagi
sinfdan tashqari faoliyati (masalan, muammoni hal qilish
amaliyoti) sinfda olib boriladigan model sifatida tavsiflanadi.
Sinfdagi mashg
‘
ulot odatda sinfda qanday amalga oshirilishidan
farqli o
‘
laroq (masalan, tushuntirish, ma
’
lumot uzatishni
o
‘
rgatish) darsdan tashqarida va dars boshlanishidan oldin
yakunlanadi. “Teskari modul” atamasi sinfni yon tomoniga
aylantirishni o
‘
z ichiga olgan o
‘
qitish usulini anglatadi.
“Teskari modulning” ko‘
plab afzalliklaridan biri shundaki,
u o
‘
qituvchilarga talabalar bilan bevosita ishlashga ko
‘
roq vaqt
sarflash imkonini beradi. Talabalarni samarali baholash uchun
sinfda viktorinalar yoki testlardan foydalanish talabalarning
bevosita muloqotiga sarflangan vaqtni non-interaktiv
baholashni foydasini kamaytiradi.
1
Teacher, Department of Foreign Language, Tashkent University of Architecture and Construction
E-mail: aliakbarerkinov@gmail.com
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214
Оценка в системе «модуль перевёрнутого класса»
АННОТАЦИЯ
Ключевые слова:
перевернутый класс,
формативно
-
суммирующее оценивание,
аналитический подход,
высокая оценка.
Модель обучения в перевернутом классе представляет
собой
метод,
при
котором
обычная
внеклассная
деятельность учащихся, например, решение практических
задач, переносится в класс. Занятие в классе заключается не в
традиционном для урока объяснении материала, а в
закреплении
и
практическом
применении
знаний,
полученных учениками заранее. Таким образом, практика
переносится во внеклассную область, а уроки становятся
более интерактивными и позволяют
учителям больше
времени уделять индивидуальной работе со студентами.
Термин «перевернутый класс» используется для обозначения
этого метода обучения, который предполагает перестановку
классической схемы обучения в классе. Одним из главных
преимуществ перевернутого класса является возможность
учителей тратить больше времени на индивидуальную
работу с учениками. Однако использование тестов и
викторин на занятиях может снизить эффективность этого
метода, заменяя интерактивную работу простой оценкой,
основанной
на затраченном времени.
INTRODUCTION
An integrated approach to education is one of the innovations of modern
methodology. This technology boldly permeates rigid school curricula, connecting
seemingly disparate subjects. English is no exception. Rather, the subject
“
English
”
is
inherently integrated. Interdisciplinary connections permeate the whole, providing
students with knowledge from many areas of science, art, culture, and real-life everyday
life. Integrative education, based on the integration of information from various subjects,
stimulates analytical activity in students, forms the ability to transfer knowledge from
one field to another, and contributes to the development of meta-subjects and a
systematic approach to education. contribute. Thanks to all this, a holistic awareness of
reality is achieved in educational practice.
Integration is a relatively new approach in pedagogy, the introduction of which can
elevate the educational process of the younger generation. Integration in pedagogy and
education is, first of all, the interaction of the various elements of any system to obtain
something holistic and new. The term
“
system
”
in modern pedagogy can be used in many
aspects. For example:
Educational institution as a system training class system; child-teacher relationship
system, etc. Integration into education is traditionally viewed from two perspectives:
1) as a state characterized by coherence, order, and stability of connections
between different elements.
2) as a process leading to a particular state.
Integration into pedagogy is therefore a very important indicator of the
effectiveness of the entire educational system. It serves as a measure of its completeness.
The interaction of various elements in the educational process is a highly complex and
multifaceted process. Related to this, there are different approaches to defining the
concept of integration in pedagogy.
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Therefore, V.S. Bezrukova, integration is the highest form of network that
expresses the unity of all the elements that make up the educational system and
determines its content. Integration into pedagogy is the well-structured, multi-layered,
and carefully organized connection of all elements of the educational system, the ultimate
goal of which is the self-development of students. All elements of the educational system
serve one goal: the multifaceted development of the child. It contributes to the
satisfaction of the child’s interests and abilities and ensures a coordinated impact on the
motivation, emotional, hands-
on performance, and volitional areas of the child’s
personality. Here are some characteristics of blended learning [1, 381].
Benefits of an Integrated Approach in the Classroom
They perceive the world around the student in diversity and unity, and the
subjects of thematic cycles, aimed at studying the individual phenomena of this unity, do
not give an idea of the phenomenon as a whole, but rather of it into different pieces.
Integrated classes encourage students to develop their own potential and actively
perceive the reality around them to understand and find causal relationships, from
developing logic, thinking, and communication skills. Much more than the usual ones,
they contribute to the development of speech, the formation of the ability to compare,
generalize and draw conclusions. The integrated form of education is unusual and
exciting.
The use of different types of works allows us to keep the student’s attendance at
a high level and we can talk about the developmental effect of such lessons. It relieves
fatigue, relieves students’ overwork due to switching to different activities, greatly
enhances cognitive interest, and helps school children develop imagination, attention,
thinking, language, and memory.
This article describes the impacts of assessment on student progress. It is
important to measure or assess students
’
performance in the classroom as assessments
help teachers to check learners
’
progress throughout the course. The course “Principles
and Practices of Language Testing” offers an opport
unity to be aware of the prominence
of assessment, particularly, formative and summative assessment in educational settings
in order to promote language learning. Both assessments are equally valued in the
classroom as they provide essential information about how learners are learning or how
much they have learned throughout the course. Formative assessment lets teachers
monitor students
’
learning and provide ongoing feedback to enhance their performance,
while summative assessment evaluates how much they have learned throughout a
course. Black & Wiliam (1998) cited formative assessment is an assessment for learning
that allows teachers to check learners
’
progress and the effectiveness of their own
instruction. Trumbull and Lash (2013) highlight the benefits of formative assessment
that can help students take ownership of their learning when they understand its goal to
improve their learning, not raising final marks. Additionally, the Formative assessment
analytical approach means that she assesses them in terms of pronunciation, grammar,
and vocabulary range. When students receive feedback from a teacher, it can refer to
summative assessment, which is a great way to ensure students retain information from
one unit to the next unit. Because summative assessments are usually higher stakes than
formative assessments, it is especially vital to ensure that the assessment is connected
with the goals and expected outcomes of instruction (Nicol, 2006).
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DISCUSSION
It is true that the most foreign language instructors (EFL) are always seeking
innovative methods to improve their way of teaching. In most EFL classrooms in
Uzbekistan, students lack the ability to take the responsibility for their own learning they
only rely on in-classroom activities. However, this flipped model provides a great
opportunity to enhance students’ participation as well as self
-study. Moreover, this
approach can increase students’ autonomous learning without depending on teachers.
Since this model differs from traditional methods in terms of classroom activities, for
instance, the instructor provides students with a new topic prior to class while in the
classroom, and they discuss what they have learned at home. Students have an
opportunity to be more involved in the classroom and as a result this shifts from a
teacher-oriented approach to a student-oriented approach. When it comes to assessing
students’ knowledge in the flipped model, both assessment formative and summative is
best appropriate to this classroom. As above mentioned, formative assessment motivates
learners to be more active and improve their performance during the lesson. It is also a
great way to encourage shy students the acquisition a second language. On the other
hand, summative assessment measures how much they make progress which makes it
different from traditional assessment. Once we applied this approach in the ESP
classroom, we gave a new theme in the form of a video to ESP learners in advance, in the
class we had more time to employ more activities related to the topic. This allowed
students to advance their capacity for evaluation and creativity. Table 1 below illustrates
the results of the final exam they got in the traditional class.
Student name
Grades
Berdiyev Samariddin
55 out of 100
Oripov Shavkat
70 out of 100
Anvarov Sardor
60 out of 100
Rahimova Nazira
60 out of 100
Obidova Farangiz
75 out of 100
It is obvious from this table students received average points. It appears ineffective
in second language acquisition. Table 2 shows the results of students after the
implementation of the flipped model classroom.
Student name
Grades
Berdiyev Samariddin
85 out of 100
Oripov Shavkat
90 out of 100
Anvarov Sardor
87 out of 100
Rahimova Nazira
80 out of 100
Obidova Farangiz
95 out of 100
If comparing the two tables, their outcomes increase significantly. It can be seen
that students highly benefit from this type of assessment as well as flipped model.
CONCLUSION
In conclusion, it is worth noting that, assessment is an integral part of any learning
and teaching. According to the view of Taras (2005), assessment is an important tool to
identify the level of skills and knowledge of students. Assessment not only provides
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information regarding the student’s strengths and weaknesses but also informs teachers
about teaching instruction. Flipped model assist students to increase evaluation and
creative skill.
It is known conventional methods only focus on students’ remembering
skills, consequently, they struggle to apply them in real conversation. Furthermore, we
also realized that both assessments play a vital role and we should encourage teachers to
use them properly. Because teachers can get a better insight into how their students are
learning or in what area they have trouble or what students have grasped from the
course at the end of the course.
REFERENCE:
1.
Bezrukova V.S. Pedagogika: Uchebnoe posobie / V.S. Bezrukova.
–
Rn/D: Feniks,
2013. p. 381.
2.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment
3.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment
4.
Black. P. William. D. (1998). Assessment and classroom learning. Assessment in
education: Principles, Policy & Practice.
5.
Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self-
regulated learning: a model and seven principles of good feedback practice. Studies in
Higher Education 31(2): 2-19.
6.
Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights
from learning theory and measurement theory. San Francisco: WestEd.
7.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational
