Diagnostika va baholash
Diagnostik va formativ baholash, rubrika tuzish, e-portfolio yuritish.
Diagnostik testlar, TIMSS/PISA topshiriqlari, rubrikalar va e-portfolio metodikasi.
Kompetensiya tavsifi
Diagnostik testlar, TIMSS/PISA topshiriqlari, rubrikalar va e-portfolio metodikasi.
Maqsad
Talabalarda o'quvchilarning matematik savodxonligini diagnostika qilish, baholash va kuzatib borish ko'nikmalarini rivojlantirish.
Rivojlantiriladigan kompetensiyalar
Diagnostik va formativ baholash, rubrika tuzish, e-portfolio yuritish.
Matematik tayyorgarlik bilan bog'liqligi: Natijaviy-monitoring blokining markaziy komponenti, barcha kompetensiyalarni o'lchash asosi.
Metodik algoritm
- 1
1-qadam
Baholash maqsadi va vazifalarini aniqlash.
- 2
2-qadam
Topshiriqlarni Knowing/Applying/Reasoning darajalariga ajratib tuzish.
- 3
3-qadam
Diagnostik testni o'tkazish va natijalarni qayd etish.
- 4
4-qadam
Rubrika bo'yicha obyektiv baholash va statistik tahlil.
- 5
5-qadam
Individual yo'nalish va e-portfolio yuritish.
Namunaviy topshiriq
Baholash mezonlari
| Daraja | Ball / Foiz | Tavsif |
|---|---|---|
| Past daraja | 0–59% | Test tuzilmasi noaniq, darajalar muvozanatlanmagan. |
| O'rta daraja | 60–79% | Test tuziladi, ammo tahlil va izoh yetishmaydi. |
| Yuqori daraja | 80–100% | Tuzilma to'g'ri, mezonlar aniq, tahlil to'liq. |
Foydalanilgan adabiyotlar
- 1.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
https://doi.org/10.1007/s11092-008-9068-5 - 2.
Mullis, I.V.S., & Martin, M.O. (2017). TIMSS 2019 Assessment Frameworks. TIMSS & PIRLS International Study Center.
https://timssandpirls.bc.edu/timss2019/frameworks/ - 3.
OECD (2023). PISA 2022 Assessment and Analytical Framework. OECD Publishing, Paris.
https://doi.org/10.1787/dfe0bf9c-en - 4.
Ball, D.L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.
https://doi.org/10.1177/0022487108324554