This article discusses the Learning Oriented Assessment (LOA) approach, that is, a type of assessment focused on the learning process, and presents a strategy for its implementation in an academic lyceum. The purpose of the study is to address the problems of traditional assessment systems, which are mainly focused on grading, which consequently causes stress and frustration among students. By using assessment tasks as learning activities, developing students' assessment abilities, and using feedback as a learning tool, LOA places a strong emphasis on student learning and growth. The proposed implementation strategy consists of two stages lasting two years: preparation and implementation. Important aspects of LOA are described, as well as possible problems and solutions to enable a smooth transition to this assessment method. Expected benefits include increased student autonomy, linkage and balance between midterm and final exams, and increased teacher awareness of good assessment procedures.
| Mualliflar | Khakimova, Umida, Хакимова, Умида, Hakimova, Umida |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2024-05-15 |
| Jild | 2 |
| Son | 1/S |
| Betlar | 911-917 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol2-iss1/s-pp911-917 |
DOI: 10.47689/2181-3701-vol2-iss1/s-pp911-917 · Maqolaning asl sahifasi
оценивание, ориентированное на обучение (LOA), формативное оценивание, суммативное оценивание, самооценка, взаимное оценивание, обратная связь, автономия учащихся, Learning Oriented Assessment (LOA), formative assessment, summative assessment, self-assessment, peer-assessment, feedback, student autonomy, ta’limga yo‘naltirilgan baholash (TOA), formativ baholash, summativ baholash, o‘z-o‘zini baholash, o‘zaro baholash, fikr-mulohazalar, o‘quvchi avtonomiyasi
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