This article scientifically explores the role and content of international assessment programs — PIRLS and TIMSS — in primary education, and how their results can be leveraged to improve learning quality. The study offers an extensive analysis of the competencies, methodological approaches, assessment tools within the programs, and their impact on education policy. Additionally, it presents recommendations aimed at enhancing the quality of primary education in Uzbekistan based on these international frameworks.
| Mualliflar | Urazimbetova, Aygul, Уразимбетова, Айгуль, Urazimbetova , Aygul |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2025-07-15 |
| Jild | 3 |
| Son | 4 |
| Betlar | 75-79 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol3-iss4-pp75-79 |
DOI: 10.47689/2181-3701-vol3-iss4-pp75-79 · Maqolaning asl sahifasi
PIRLS, TIMSS, boshlang‘ich ta’lim sifati, xalqaro baholash, ta’lim tizimi, o‘qituvchi malakasi, kompetensiya, o‘quv dasturi, baholash metodikasi, diagnostika, O‘zbekiston ta’limi, xalqaro standartlar, ta’lim islohoti, o‘quvchi savodxonligi, ta’lim siyosati, PIRLS, TIMSS, качество начального образования, международная оценка, система образования, квалификация учителя, компетенция, учебная программа, методика оценки, диагностика, образование в Узбекистане, международные стандарты, образовательная реформа, грамотность учащихся, образовательная политика, PIRLS, TIMSS, quality of primary education, international assessment, education system, teacher qualification, competency, curriculum, assessment methodology, diagnostics, education in Uzbekistan, international standards, education reform, student literacy, education policy
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