FORMATIV VA SUMMATIV BAHOLASH: QIYOSIY-NAZARIY TAHLIL

Annotatsiya

Mazkur maqolada formativ va summativ baholash tushunchalarining nazariymetodologik mohiyati chuqur qiyosiy tahlil qilina - di. Ikki yondashuvning tarixiy kelib chiqishi, maqsad, vaqt, xavf darajasi va teskari aloqa mezonlari bo'ְyicha farqlari tizimlashtirilib, ularning o'zaro bog'liqligi va amaliy integratsiya imkoniyatlari yoritiladi. Tadqiqotda M.Skriven, P .Blek, D.Uilyam, D.Sadler, V .Harlen, M.Taras kabi olimlarning nazariy qarashlari tahlil qilinib, formativ va summativ baholashni bir-biriga qarama-qarshi qo'yish o'rniga, ularni yagona baholash tizimining ikki funksional qutbi sifatida ko'rish zarurligi asoslanadi. Xulosa qilib aytilganda, samarali ta'lim tizimi ikki yondashuvni tizimli uyg'unlashtirishga asoslanishi lozim.

• formativ baholash
• summativ baholash
• pedagogik baholash
• teskari aloqa
• o'quv jarayoni
• baholash nazariyasi
• ta'lim sifati

Mualliflar

Mualliflar tartibi asl nashrdagi ko‘rinishda saqlanadi.

Adabiyotlar

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12. Wiliam, D., & Black, P. Meanings and consequences: A basis for distinguishing formative and summative functions of assessment? British Educational Research Journal, 1996, 537–548. Amaliy nuqtai nazardan, ushbu xulosalar ta'lim muassasalari va o'qituvchilar uchun muhim yo'l-yo'riq beradi: baholash tizimini loyihalashtirishda formativ va summativ komponentlarni mexanik ravishda aralashti - rib yubormasdan, balki har birining o'ziga xos funksiyasini (rivojlantiruvchi va sertifikatlovchi) alohida hurmat qilgan holda, ularni izchil va ilmiy asoslangan tarzda bir-biriga bog'lash zarur. Kelgusi tadqiqotlar ushbu nazariy modelni turli ta'lim bosqichlari (maktabgacha, umumiy o'rta, oliy ta'lim) va turli fan sohalarida amaliy sinovdan o'tkazishga qaratilishi maqsadga muvofiqdir.