Formativ va summativ baholash: qiyosiy-nazariy tahlil

Amirkulova Dilnoza Zokir qizi

Article2026Uzbek

Formativ va summativ baholash: qiyosiy-nazariy tahlil

Comparative-theoretical analysis of formative and summative assessment

Mazkur maqolada formativ va summativ baholash tushunchalarining nazariy metodologik mohiyati chuqur qiyosiy tahlil qilinadi. Ikki yondashuvning tarixiy kelib chiqishi, maqsad, vaqt, xavf darajasi va teskari aloqa mezonlari boְ'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.

Amirkulova Dilnoza Zokir qizi
Samarkand State Institute of Foreign Languages
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Keywords:formativ baholash summativ baholash pedagogik baholash teskari aloqa o'quv jarayoni baholash nazariyasi ta'lim sifati

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1
Bennett, R. E. Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 2011, 5–25.
External source
2
Black, P., & Wiliam, D. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 1998, 139–148.
External source
3
Bloom B.S. Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: Longman, 1956, 34-98.
External source
4
Boud, D. Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 2000, 151–167.
External source
5
Harlen, W., & James, M. Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 1997, 365–379.
External source
6
Hattie, J., & Timperley, H. The power of feedback. Review of Educational Research, 2007, 81–112.
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7
Sadler, D. R. Formative assessment and the design of instructional systems. Instructional Science, 1989, 119–144.
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8
Scriven, M. The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of curriculum evaluation (AERA Monograph Series on Curriculum Evaluation, No. 1). Chicago: Rand McNally, 1967, 39-83.
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9
Taras, M. Assessment – summative and formative – some theoretical reflections. British Journal of Educational Studies, 2005, 466–478.

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[1] 1
Bennett, R. E. Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 2011, 5–25.
External source

[2] 2
Black, P., & Wiliam, D. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 1998, 139–148.
External source

[3] 3
Bloom B.S. Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: Longman, 1956, 34-98.
External source

[4] 4
Boud, D. Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 2000, 151–167.
External source

[5] 5
Harlen, W., & James, M. Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 1997, 365–379.
External source

[6] 6
Hattie, J., & Timperley, H. The power of feedback. Review of Educational Research, 2007, 81–112.
External source

Formativ va summativ baholash: qiyosiy-nazariy tahlil

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