TIL O‘RGANISHDA O‘Z-O‘ZINI BAHOLASHNING MUQOBIL USULI
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baholash, o‘z-o‘zini baholash, shakllantiruvchi baholash, summativ baholash, muqobil baholash, maqsad qo‘yish, o‘qish natijalari, o‘quvchi mustaqilligi, meta kognitiv ko‘nikmalar, tilni o‘rganish ko‘nikmalari rivojlanishi, reflektiv o‘qish, fikr-mulohaza##article.abstract##
Ushbu maqolada o‘z-o‘zini baholashning dars mashg‘ulotidada muqobil baholash usullarining muhim komponenti sifatidagi o‘rni o‘rganilgan. Braun (2001) va Katz (2012) tomonidan ta’riflanganidek, baholash — bu o‘quvchi ishlashiga baho berish va o‘qitish qarorlarini qabul qilish uchun ma’lumotlarni to‘plash va tahlil qilish jarayonidir. Yakuniy baholash (summativ baholash) semestr oxirida rasmiy, vaqtga bog‘liq baholashlarga e’tibor qaratilgan bo‘lsa, shakllantiruvchi baholash — yoki muqobil baholash — o‘qish jarayoni davomida amalga oshirilib, talabalar rivojlanishini kuchaytirish uchun dolzarb hisoblanadi.
Muqobil baholashning muhim jihati o‘z-o‘zini baholash orqali o‘sish, bunda, talabalar o‘z ishlarini baholash, o‘z ishini va belgilangan maqsadlar bilan taqqoslash va mos ravishda o‘zgartirishlarni o‘z ichiga oladi. (Andrade, 2010). Ushbu maqola o‘z-o‘zini baholashning bosqichlarini, ya’ni natijaga aniqlik kiritish, ishni tahlil qilish va fikr-mulohazaga asoslab o‘qish jarayonini tashkil etishni taqazo etadi. Bundan tashqari, maqolada Braun (2001) tomonidan taklif etilgan turli xil tilni o‘rganish ko‘nikmalari uchun, masalan, tinglash, gapirish, o‘qish, yozish va talaffuz bo‘yicha maxsus o‘z-o‘zini baholash vazifalari haqida so‘z yuritilgan. Maqola, shuningdek, o‘z-o‘zini baholashning turlari, masalan, aniq ishni baholash, umumiy qobiliyat, maqsad qo‘yish va ijtimoiy-emosional omillarni hamda ularning turlarini tasniflashni bayon etadi.
Meta kognitiv ong va o‘quvchi mustaqilligini rivojlantirish orqali, o‘z-o‘zini baholashda talabalar o‘z rivojlanishini o‘zlariga o‘rganish va ularning ishini yaxshilash qobiliyatini oshiradi. Maqolada o‘z- o‘zini baholashni darsda amaliyotiga kiritishning ahamiyati, buning orqali o‘qituvchilar va talabalar o‘zlarining o‘sishini monitoring qilish, rivojlanish uchun yo‘nalishlarni aniqlash va ta’lim maqsadlariga erishishda samarali vosita sifatida ko‘rsatilgan.
Библиографические ссылки
H. Douglas Brown's "Language Assessment: Principles and Classroom Practices" (2001), which remains a foundational text for language assessment methods. Stanford Library Catalog - Brown 2001 Brown (2001)
"Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning" published in Theory into Practice (2010). Andrade (2010)
Anne Katz's relevant work on assessment may require a specific search using terms like "Katz 2012 assessment methods." One possible title to explore further is: "Assessment in Education: Informing Decision-Making." You can search Google Scholar or ResearchGate for more access options. Katz (2012)
Miles Craven "Real Listening and Speaking" (Cambridge University Press, 2008), is part of Cambridge’s English learning resources. It includes practical listening and speaking activities with can-do checklists for learners. Cambridge University Press - Real Listening and Speaking. Craven (2008)
Heidy Andrade "Students as the Definitive Source of Formative Assessment: Academic Self- Assessment and the Self-Regulation of Learning" (Andrade 2010) NERA Conference Proceedings 2010
Rustamova Sh. A., Asadova Ch. S. Boboyorova M.R. "DEVELOPMENT OF SELF- ASSESSMENT APTITUDE OF ELEMENTARY SCHOOL PUPILS IN FOREIGN LANGUAGE TEACHING" View Vol. 5 No. 4 (2022): INTERNATIONAL JOURNAL OF WORD ART
Published: 2022-07-01
Rustamova Shahnoza Aripovna "INGLIZ TILI O'QITISHDA O'Z-O'ZINI BAHOLASH TЕXNOLOGIYASINI JORIY ETISH MASALALARI" 2776-0979, Volume 3, Issue 3, Mar., 2022
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