SIFATLI TA'LIMDA JORIY BAHOLASHNING O'RNI
https://doi.org/10.5281/zenodo.19781075
Kalit so‘zlar
joriy baholash, yakuniy baholash, muvozanatsizlik, o'quvchilar motivatsiyasi, o'quvchilarning faolligiAnnotasiya
Baholash shunchaki o'quvchilar faoliyatini o'lchash vositasi emas; u o'qitish va o`rganishning asosiy yo`naltiruvchi vositasidir. Baholashning ishlab chiqilishi va amalga oshirilishi talabalarning vaqtlarini qanday taqsimlashiga, topshiriqlarga yondashishlariga va akademik mazmun bilan shug'ullanishlariga sezilarli darajada ta'sir qiladi. Zamonaviy oliy ta'limda o'quv davri oxirida o'rganishni baholash sifatida belgilangan yakuniy (summative) baholash dominant model bo'lib qolmoqda. Summativ usullar sertifikatlashtirish va javobgarlik kabi muhim maqsadlarga xizmat qilsa-da, ularning ustunligi o‘qituvchilar va tadqiqotchilar orasida xavotir uyg‘otdi. Xususan, joriy(formative) baholashning chegaralanganligi - ta'lim jarayonida o'rganishni qo'llab-quvvatlash uchun mo'ljallangan baholash - suboptimal ta'lim natijalariga olib kelishi mumkin. Bundan kelib chiqadiki, joriy va yakuniy baholash o'rtasidagi nomutanosiblik o'quvchilarning o'rganishiga qanchalik ta'sir qiladi va ikkalasining yanada samarali integratsiyasiga erishish uchun qanday strategiyalardan foydalanish mumkin?
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