Assessment of Educational Process and its Organization
1Yana Arustamyan, Iroda Siddikova, Nilufar Sadullaeva, Malika Solieva, Nozima Khasanova
The article deals with the features of assessment in education and its organization. Assessment is the process of measuring the achievement of learning goals at a particular stage of the learning process based on predetermined criteria, and identifying and analyzing the results. The assessment reveals what the learner knows and does not understand, which training material is well absorbed, which is not yet sufficiently absorbed or not mastered at all. This is the basis for organizing and managing the learner's cognitive activity. The educator critically evaluates the pros and cons of their work. Assessment results are also important for reviewing and evaluating materials in the curriculum from the learner's ability to learn. As a result of the evaluation it becomes clear which concepts and principles are difficult to understand and which ones can be easily implemented. This provides the basis for the learner's creative preparation for the lesson and conducting the training. Likewise, the learner will know which learning material is good, which is satisfactory and what is bad. By assessing knowledge, skills, didactics means the process of comparing students' level of proficiency achieved by them with the reference ideas described in the curriculum or in special recommendations. Assessment of knowledge is essentially a process of measuring the level of assimilation and is one of the fundamental and difficult to solve problems of didactics - the problem of pedagogical measurements. Measuring and evaluating learning successes requires an analysis of the question of what is to be measured (this was described above), as well as the question of criteria, indicators, scales and units of measurement.
Knowledge, result of the evaluation, cognitive activity, assessment, skills, measure.