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Determination and assessment of students
’
basic
competence level in school education
Kamola SABITOVA
Tashkent State Pedagogical University named after Nizami
ARTICLE INFO
ABSTRACT
Article history:
Received October 2023
Received in revised form
15 November 2023
Accepted 25 November 2023
Available online
15 January 2024
In this article, it is stated that the basic competence level of
students in school education is determined and evaluated, and
that evaluation is a process that shows the student's level of
mastery of subjects, efficiency, thinking, and worldview. It is a
measure that determines the extent to which a subject or the
main concepts and laws of science can be understood and
applied practically through knowledge, skills, and qualifications,
and other issues are explained based on analytical opinions.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss10/S-pp219-226
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:
basic competence,
effectiveness,
assessment,
learning process,
formative assessment,
summative assessment,
PIRLS
–
assessment of
reading and comprehension
level of primary 4th graders,
TIMSS,
TALIS,
PISA,
EGRA,
EGMA.
Maktab ta
’
limida o
‘
quvchilarning asosiy kompetentsiya
darajasini aniqlash va baholash
ANNOTATSIYA
Kalit so
‘
zlar:
asosiy kompetentsiya,
samaradorlik,
baholash,
o‘quv jarayoni,
formativ baholash,
summativ baholash,
PIRLS
–
boshlang‘ich 4
-sinf
Mazkur maqolada maktab ta’limida o‘quvchilarning asosiy
kompetentsiya darajasi aniqlanib, baholanishi, baholash
o‘quvchining fanlarni o‘zlashtirish darajasi, samaradorligi,
tafakkuri va dunyoqarashini ko‘rsatadigan jarayon ekanligi
ta’kidlanadi. Bu fanning predmeti yoki asosiy tushuncha va
qonuniyatlarini bilim, ko‘nikma va malakalar orqali qay
1
Doctoral student, Theory and methodology of education and training specialty Faculty of Pedagogy and
Psychology, Tashkent State Pedagogical University named after Nizami. E-mail: sabitovakamola4@gmail.com
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o‘quvchilarining o‘qish va
tushunish darajasini
baholash,
TIMSS,
TALIS,
PISA,
EGRA,
EGMA.
darajada tushunish va amalda qo‘llash mumkinligini belgilovchi
o‘lchov bo‘lib, boshqa masalalar tahliliy fikr
-mulohazalar
asosida tushuntiriladi.
Определение и оценка уровня базовой компетентности
учащихся в школьном образовании
АННОТАЦИЯ
Ключевые слова:
базовая компетентность,
эффективность,
оценка,
процесс обучения,
формирующее
оценивание,
суммативное оценивание,
PIRLS
–
оценка уровня
чтения и понимания
учащихся начальных 4
-
х
классов,
TIMSS,
TALIS,
PISA,
EGRA,
EGMA.
В данной статье утверждается, что определение и
оценка базового уровня компетентности учащихся в
школьном образовании –
это процесс, который позволяет
понять уровень освоения предметов учащимися, их
работоспособность, мышление и мировоззрение. Эта мера
показывает, насколько хорошо учащиеся понимают и
могут применять на практике основные понятия и законы
науки, используя свои знания, навыки и квалификацию, в
то время как другие вопросы объясняются на основе
аналитических мнений.
INTRODUCTION
The process of education is the main part of a person's life, which determines his
future and gives him a place in society as a person. Therefore, raising the quality of
education in our country, reforming pre-school and school education, and providing
innovative education to students according to international standards, making them
competitive in the world labor market, is the key to increasing the effectiveness of
education and is an important process. Actions in this field are becoming increasingly
relevant, especially with their practical results and existing shortcomings in the field, and
will remain an important factor in the social development of Uzbekistan.
In particular, the training of creatively thinking modern personnel is an urgent
issue today. Because the goal of knowledge is not only to memorize it but to think about
it. If a person has an opinion, it means that he is thinking, he has observation, he can
analyze and interpret any issue, and he can see what is good and what is bad with a keen
eye. It can be seen from this that the need to create a methodology that encourages
students to think, not just memorize, is important in the educational process. In this
regard, the assessment of students' knowledge, competence, and intellectual potential is
an important process of the educational system today. Because the assessment process is
a factor that has an important impact on the development of student's knowledge and
their education.
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MAIN PART
Assessment is a process that shows the student's level of mastery of subjects,
efficiency, his thinking, and outlook. In addition, assessment is a measure that determines
the extent to which a student with a disability can understand a topic or basic concepts
and laws of a subject through his skills and abilities and be able to apply them in practice.
There are several ways to evaluate:
1) Assessment as formative assessment-learning: occurs when students reflect on
and monitor their progress to inform future learning goals.
2) Summative Assessment-Assessment of Learning: Occurs when teachers use
evidence of student learning to make inferences about student achievement against goals
and standards.
The level of knowledge and mastery of students is assessed by conducting the
following types of control:
–
The knowledge, skills, and qualifications of students are regularly monitored in
the form of current control surveys, control work, or tests;
–
Mid-term control is carried out to assess knowledge, skills, and qualifications at
the end of the quarter. It is increased in the form of written control work or tests.
The materials used in this control are prepared by the subject teacher;
Regardless of the form of each control type, it is evaluated using integers in a five-
point (
“
5
”
,
“
4
”
,
“
3
”
,
“
2
”
,
“
1
”
) method. The scores of the students according to the types of
control and the quarterly (semi-annual) and annual (final) grades, as well as the annual
rating indicator scores, are currently recorded in the electronic magazine dinukli.com.
The student's quarterly (semi-annual), annual final grades, and annual rating indicator
scores are recorded in his/her report. If the assessment is the basis for the student to
move from class to class, the quarterly-annual, final assessment is the basis for
transferring to a higher class.
The most common universal assessment method of the current world education
system is the test method. A test (eng. -trying, checking) (in psychology) is a short
standard exercise used to check a person's mental development, ability, and willpower,
as well as other mental characteristics. It is a control task in the form of choosing the
correct one from the given alternative answers. Similar to other educational tasks, the
control tests for the academic subject are composed of four different elements; content,
purpose, function, and method. In other words, the test is created based on certain
educational material, is focused on the purpose of knowledge control, performs the task
of checking knowledge in the activity, and is performed by the method of distinguishing
the correct or the most correct from the given answers.
RESULTS
Currently, tests are divided into the following types:
1. Objective achievement tests (aimed at measuring knowledge);
2. Mental tests (focused on determining intelligence, intelligence, and talent);
3. Creativity tests (testing the levels of creativity and creativity);
4. Criterion target tests (academic or professional knowledge and tasks can be
measured through which skills, competencies, behavior system);
5. Personality tests (relating to the measurement of character, personality, quality,
virtue, traits);
6. Projective tests (designed for self-disclosure by a person without external
influence) and others.
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In the current educational system, mainly goal achievement tests and criterion-
referenced tests are introduced in practice. Based on the content of the subject, we will
describe only the following forms of pedagogical test assignments:
–
closed tasks with only one correct answer;
–
closed tasks with several correct answers;
–
It consists of a sentence with one word (or words) omitted found open tasks;
–
tasks to determine the correct sequence;
–
Assignments determining interdependence (compatibility);
–
on determining the depth of knowledge in certain subjects assignments;
–
Tasks designed to complete a number, including a series of numbers
It is required to determine the method of finding and specify it in a certain order;
–
tests for identifying conflicting relationships;
–
tasks aimed at solving problems (mathematical, physical, etc.);
–
tasks aimed at understanding drawings and schemes;
–
tasks aimed at determining the ratio of forms;
–
assignments to determine the level of assimilation of the received information;
–
Tasks on distinguishing synonyms and antonyms;
–
Tasks related to analogy (exact similarity);
–
tasks related to understanding the read text;
–
tasks related to the execution of instructions;
–
tasks to determine knowledge;
–
tests that identify thinking;
–
spelling tests;
–
assignments on language issues, etc
It should be noted that on October 30, 2020, at the meeting of video selectors
chaired by the President, the experience of advanced countries in school education was
studied, in particular, the peculiarities and successes of the Finnish education system, in
particular, the improvement of the quality of education, the revision of the educational
load and the number of lessons in schools, specific tasks were set to create a
methodology that encourages students to think, not just memorize. It is not for nothing
that the head of our state pointed to Finland as an example. This country is distinguished
by its success in international studies on the assessment of the quality of education.
Finnish students have achieved the highest literacy scores in all areas of the study on the
quality of education.
If we look at the Finnish assessment system, they have a maximum assessment of
10 points, but students are not assessed until the 3rd grade. After the 3rd grade, students
are evaluated on a 10-point scale. No reprimand for low grades. Grade is considered only
as a motivational tool. A 10-point system is adopted in the country, but up to the
7th grade, grades are given only in words: below average, satisfactory, good, excellent.
In grades 1-3, there are no visible grades at all. In Finland, all schools are connected to
the state electronic system
“
Wilma
”
, which is like an electronic school diary, and each
parent has a personal code to access it. Educators grade, determine attendance, and
inform about the child's life at school; A psychologist, a social worker, a
“
future teacher
”
,
a paramedic will also leave the necessary information there. In Finnish schools, grades
are not a cause for concern, they are only necessary for the student himself, they are used
to motivate the child to achieve the set goal and to check himself. Grades do not affect the
reputation of the teacher, or the school and do not violate any indicators.
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At a time when our country is rapidly developing on the path of innovative
development, comprehensive support for the creative ideas and creativity of young
people, who are the successors of our future, the formation of their knowledge, skills, and
qualifications, and advanced foreign experiences, an international standard and
improving the assessment system based on requirements, studying international
experiences, comprehensive comparative analysis of the existing system, close
cooperation with relevant international and foreign organizations, agencies, scientific
research institutions. For this purpose, with the decision of the Cabinet of Ministers of the
Republic of Uzbekistan No. 997 dated December 8, 2018
“
On measures to organize
international research in the field of education quality assessment in the public education
system
”
under the Cabinet of Ministers of the Republic of Uzbekistan The National Center
for the Implementation of International Research on the Evaluation of the Quality of
Education was established under the State Inspection of Education Quality Control. At the
same time, the tasks of participation in international studies on the assessment of the
quality of education were defined and the following international assessment programs
were listed:
PIRLS
–
assessment of the level of reading and comprehension of the text of
primary 4th graders;
TIMSS
–
assessment of literacy of 4th and 8th grade students in natural and
scientific subjects;
TALIS
–
study of the environment of teaching and learning in general secondary
educational institutions and the working conditions of teachers;
PISA
–
assessment of the level of literacy of 15-year-old students in reading,
mathematics and natural sciences.
EGRA and EGMAesa assess reading and math skills in primary grades.
Below we can see that in the educational system of developed countries, students
’
basic competencies and creativity are evaluated based on the following components.
Competency assessment
Competence components
Measuring tools
(Evaluation)
Table 1. Subject-activity(special)
Important professional qualities
Physiological
Physio- physiological
Integrated psychological
feature
Personal business
features
Motivational
Emotional-voluntary
Historical data
Questionnaire
Results of laboratory studies
Electrophysiological signs
Functional tests
Psychognostic tests, expert
assessment, self-assessment
Psychognostic tests
Expert assessment
Professional knowledge,
abilities and skills
Theoretical knowledge
Evaluation (rating) of educational
activities
Pedagogical tests, expert
assessment, active analysis of
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Applied sciences
(application experience)
results
Intellectual ability
Psychometric
intelligence, creativity,
cognitive methods
Innovative and research
capacity
Expert assessment
Pedagogical tests
Diagnostic tests, analysis
Table 2. Social competence
Social competence
Legal authority
Entrepreneurial skills
Tolerance
Behavior style in conflict
situations
Emotional-voluntary
Theoretical knowledge
Being able to apply
practical knowledge
Personal qualities
Psychodiagnostic tests, expert
assessment, self-assessment
Psychodiagnostic tests, expert
assessment
Evaluation (rating) of educational
activities
Expert assessment, analysis of
active results, intelligence,
psychodiagnostic tests
Table 3. Axiological competence
Cultural competence
Existence of axiological and
motivational environment
The need for continuous
education
Theoretical knowledge
Practical knowledge
Pre-professional
outlook. Core values and
drivers
Personal components
that define competence
Psychodiagnostic tests, expert
assessment.
Psychodiagnostic analysis, expert
assessment, analysis of activity
results
Table 4. Information and communication powers
Information technology
competence
Communication in the national
language
Communicating in a foreign
language
Theoretical knowledge
is the experience of
applying practical
knowledge
Theoretical knowledge
is the experience of
applying practical
knowledge
Theoretical knowledge
is the experience of
applying practical
knowledge
Assessment (rating), export
evaluation, analysis of activity
results
Assessment (rating), export
evaluation, analysis of activity
results
Expert assessment
Analysis of activity results
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At this point, a natural question arises, can the traditional evaluation method in the
educational system fully assess the competence of students' knowledge, potential,
creativity, worldview in general? In order to study this issue, it is proposed to use the
following control and evaluation criteria depending on the type and direction of the
competence in assessing the students' knowledge and the level of basic competencies:
–
Test method
–
Method of conversation
–
Method of logical assignments (professional problem).
–
Written control methods
–
Pedagogical lesson observation and analysis
–
Questionnaire
–
Problem situation case method
In addition, criteria such as knowing, explaining, analyzing and synthesizing,
evaluating and drawing conclusions play an important role in students' ability to apply
their basic competencies in the process of practical life and in the process of real life. In
competence education, we can divide the methods of assessment of basic competencies
according to its indicators as follows:
№
Core competencies
Evaluation methods
1.
Communicative competence
Method of conversation (in the state language
and in a foreign language)
2.
Competence to work with information
By trial and error
3.
Self-development competence as a person
Pedagogical observation, lesson analysis
4.
Socially active civic competence
Cultural and educational events, activity in
meetings, social problem cases method
5.
Universal competence
Written control method
6.
Mathematical literacy, awareness of science
and technology news are competences
Logical assignments, test method.
Let
’
s take a look at the example of the subject of history in the process of teaching
the student basic competencies in a one-hour lesson. For this purpose, a method is
recommended that will help students to improve and evaluate their basic competencies
when passing the topic
“
The movement and manifestations of modernism
”
from the
history of Uzbekistan in the 10th grade.
No
Competencies
Assignment
Methods
1.
Communicative
competence
The ideas and goals of the Jadids
“
Brainstorming
”
method
2.
Competence to work with
information
Find movies about A. Avloni, M.
Behbudi at the internet address and
watch a clip from the movie
QR code method
3.
Self-development
competence as a person
Write a short essay on my ideal
intellectual
Written control
method
4.
Socially active civic
competence
Your attitude to the idea that
“
society develops when education
develops
”
. Tell us about today
’
s
educational opportunities
CLUSTER method
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5.
Universal competence
Explain the reasons why Central
Asian khanates are lagging behind
in development
INSERT method
6.
Mathematical literacy,
awareness of science and
technology news are
competences
List the schools opened by Jadids in
Turkestan and the magazines and
newspapers published in the order
of years
Table method
As a matter of fact, in today
’
s education system, it is natural that it is difficult for
today
’
s pedagogues to evaluate one student within the framework of six competencies
because currently, 30-40 students study in one class in the class-lesson system of school
education. However, it should also be noted that some pedagogical technologies and
interactive methods allow almost 80% of students to be evaluated during one lesson. For
example, such methods include graphs such as
“
Bonerang
”
,
“
Ven diagram
”
,
“
Cluster
”
,
“
Assignment
”
,
“
Snowstorm
”,
“
T-table
”
,
“
Domino
”
,
“
Semantic feature
”
and
“
Concept table
”
.
organizers and pedagogical methods can be cited as an example. Of course, the ability to
effectively use these technologies and methods based on the psychological-pedagogical
condition of the students, and the correct distribution of class time depends on the
pedagogical skills of the teachers.
CONCLUSION
In general, if practical pedagogical work is carried out with each student to reveal
his abilities and opportunities, this will help the learner to grow his intellectual potential.
It is important to evaluate the student
’
s knowledge based on truthful, objective, and
humane principles. The goal of the pedagogue in the evaluation process should be to
determine the level of knowledge of the learners, and their gaps in mastering, and to
direct them to increase their basic competence, in the case of determining their talent
and ability. As a result, the student tries harder to work on himself after knowing the
result of his knowledge. In addition, the teacher independently tries to enrich his
methodology, use innovative methods, develop himself based on creativity, and achieve
the status of a professional pedagogue. The direct assessment system is an integral part
of the process of imparting knowledge and receiving education, which are inextricably
linked and complement each other. Through its results, we determine the future
educational strategy and achieve systematic development based on a certain plan.
REFERENCES:
1.
M.Qudratullayeva
view
of
the
essence
of
educational
evaluationUzAhttps://uza.uz/ru/posts/
2.
M. Ehsonova Test types. https://ppt-online.org/902825
3.
G.A. Yusupova and Sh. Saburova International assessment programs and their
practical application inliberary international research program on the development of
linguistics and literary studies and educational technologies in the era of globalization /
Republican
scientific-practical
conference.
-T.:2019.-page
6https
://inlibrary.uz/index.php/dllseteg/article/view/5613
4.
O.Berestneva et al./Procedia-Social and Behavioral Science "Students'
competence assessment methods" 166 (2015) 296-302
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K.F. Sabitova Criteria for Assessing the Basic Competences of the Modern
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INNOVATIONS. 04.30.2021. SJIF 2021: 5.857 -3 P.
