Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan
This study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new visio...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Association for the Development of Science, Engineering and Education
2020-12-01
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| Series: | International Journal of Cognitive Research in Science, Engineering and Education |
| Subjects: | |
| Online Access: | https://ijcrsee.com/index.php/ijcrsee/article/view/448 |
| _version_ | 1828167030185918464 |
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| author | Kenzhetaeva Roza Nurzhanova Sazhila Beimisheva Aigul Stambekova Assel Ryabova Ekaterina Kulbayeva Dina |
| author_facet | Kenzhetaeva Roza Nurzhanova Sazhila Beimisheva Aigul Stambekova Assel Ryabova Ekaterina Kulbayeva Dina |
| author_sort | Kenzhetaeva Roza |
| collection | DOAJ |
| description | This study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new vision of the methods and technologies of the system for evaluating educational achievements. In connection with the modernization of Kazakhstan’s education, significant changes are occurring in the control and assessment activities of Kazakhstan schools, its goals, content, and technologies are changing. The problem of assessment activity is one of the most urgent problems both in pedagogical theory and in pedagogical practice. This study presents the results of empirical studies and the features of the transition to a new criteria-based assessment system for Kazakhstan. According to the results of the study, the problem of the need for professional training of future primary school teachers for the criteria-based assessment system was revealed. Results also showed that there are difficulties of applying criteria-based assessment in the practice of primary school teachers. The question of what professional knowledge, skills, and abilities an elementary school teacher must possess to successfully perform the monitoring and evaluation function was investigated. Particular attention is paid to the study of the influence of criteria-based assessment on learning motivation in primary school. |
| first_indexed | 2024-04-12T02:12:26Z |
| format | Article |
| id | doaj.art-62d598ac99d947c0b2adb29dd5576fcd |
| institution | Directory Open Access Journal |
| issn | 2334-847X 2334-8496 |
| language | English |
| last_indexed | 2024-04-12T02:12:26Z |
| publishDate | 2020-12-01 |
| publisher | Association for the Development of Science, Engineering and Education |
| record_format | Article |
| series | International Journal of Cognitive Research in Science, Engineering and Education |
| spelling | doaj.art-62d598ac99d947c0b2adb29dd5576fcd2022-12-22T03:52:22ZengAssociation for the Development of Science, Engineering and EducationInternational Journal of Cognitive Research in Science, Engineering and Education2334-847X2334-84962020-12-0183738110.23947/2334-8496-2020-8-3-73-81448Features of the Transition From the Traditional to the Criterial Assessment in Schools of KazakhstanKenzhetaeva Roza0https://orcid.org/0000-0002-9080-3813Nurzhanova Sazhila1https://orcid.org/0000-0002-6856-211XBeimisheva Aigul2https://orcid.org/0000-0003-3281-6859Stambekova Assel3https://orcid.org/0000-0002-6869-7401Ryabova Ekaterina4https://orcid.org/0000-0003-4634-2690Kulbayeva Dina5Institute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, KazakhstanInstitute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, KazakhstanUniversity “Narxoz”, Almaty, KazakhstanInstitute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, KazakhstanInstitute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, KazakhstanFaculty of law, Department of Philosophy and political science, Taraz State University named after M.Kh.Dulati, Taraz, KazakhstanThis study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new vision of the methods and technologies of the system for evaluating educational achievements. In connection with the modernization of Kazakhstan’s education, significant changes are occurring in the control and assessment activities of Kazakhstan schools, its goals, content, and technologies are changing. The problem of assessment activity is one of the most urgent problems both in pedagogical theory and in pedagogical practice. This study presents the results of empirical studies and the features of the transition to a new criteria-based assessment system for Kazakhstan. According to the results of the study, the problem of the need for professional training of future primary school teachers for the criteria-based assessment system was revealed. Results also showed that there are difficulties of applying criteria-based assessment in the practice of primary school teachers. The question of what professional knowledge, skills, and abilities an elementary school teacher must possess to successfully perform the monitoring and evaluation function was investigated. Particular attention is paid to the study of the influence of criteria-based assessment on learning motivation in primary school.https://ijcrsee.com/index.php/ijcrsee/article/view/448criteria-based assessmentcontrol and assessment activitiesvocational trainingpedagogical education |
| spellingShingle | Kenzhetaeva Roza Nurzhanova Sazhila Beimisheva Aigul Stambekova Assel Ryabova Ekaterina Kulbayeva Dina Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan International Journal of Cognitive Research in Science, Engineering and Education criteria-based assessment control and assessment activities vocational training pedagogical education |
| title | Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan |
| title_full | Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan |
| title_fullStr | Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan |
| title_full_unstemmed | Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan |
| title_short | Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan |
| title_sort | features of the transition from the traditional to the criterial assessment in schools of kazakhstan |
| topic | criteria-based assessment control and assessment activities vocational training pedagogical education |
| url | https://ijcrsee.com/index.php/ijcrsee/article/view/448 |
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