The new evaluation system cannot be canceled...

This article discusses some of the opinions and comments of Otabek Rakhmonberganov, an expert at xalqtaliminfo.uz, about the new evaluation system, the shortcomings and achievements of the new system.

In recent days, in the Uzbek segment of social networks, in general, the newly introduced assessment system in schools (BSB, CSB) has been at the center of discussions, more precisely, it has been severely criticized. In addition to the majority of criticisms, there are objections to the final proposal at the end of the criticism or the conclusion that the evaluation system should be abolished.

First of all, let's focus on some shortcomings of the evaluation system

If we want to evaluate a schoolchild, we must be clear in advance on what basis and according to what requirements we will evaluate him. This is determined by the curriculum. We do not have an approved curriculum for subjects and classes, which calls into question the legitimacy of the assessment system.

With the introduction of an evaluation system, this process must be organized in such a way that the teacher, school principal, or other student cannot interfere with the results of the evaluation. Now the exams are taken by the teacher himself, in most cases, he checks his results. In cases where the teacher is not involved in checking the result, the test questions and answers are usually disseminated beforehand. In this case, there can be no question of the students' grades being true.

The evaluation system should not be an overload for the teacher. The fact that the teacher prints test materials at their own expense on paper and fills out reporting folders on them is a burden for the teacher, whose time and energy, which could already be spent on improving the quality of education, are wasted on other tasks.

The evaluation system should have a very high quality of exam questions and be able to accurately assess not only the learner's memorized knowledge, but also higher-level skills such as understanding and analysis. It is difficult to say that all current test questions fully meet this requirement.

The teacher was not given freedom in preparing for BSB/ChSB. That is, they must complete the lesson in the textbook, calendar plan and a clearly defined amount of time determined by the ministry. Under these conditions, the dependence of the student's knowledge and quality on the teacher's knowledge and pedagogical skills is very low.

So, why do we say that this system should not be canceled?

There are irreplaceable functions of evaluation in the educational process.

Here are some of them:

Based on the assessment results, the teacher will be able to assess the state of the classroom, the effectiveness of their work, and plan their next lessons. No class, no child is like another, each class and child must adapt the lesson to the activity, learning, mental and physical state of the children during the lesson. Planning the next lesson without a properly organized evaluation system is like treating a patient without seeing the outcome of the treatment being given.

Evaluation is a key indicator for identifying the strengths and weaknesses of students and, accordingly, choosing appropriate pedagogical and psychological methods for the student.

Without these features, it is impossible to organize the educational process effectively.

There is another big problem in our education system

The teacher's assessment of the student is used as a criterion for evaluating the teacher's educational process, even in the school and in some cases in the area where the school is located.

That is, all of the above-mentioned individuals are interested in the high grade assigned to the student. What teacher can objectively evaluate their student, knowing that their own assessment will be assessed precisely for their work?

Without proper assessment of the student, there is no question that the aforementioned assessment functions will work, and as a result, there is no doubt that the quality of education will decline.

The only solution to this problem is an independent assessment system that meets the requirements of international standards for the curriculum and the educational process, without the intervention of the teacher, and is maximally protected from various external interference and corruption. Students must undergo such tests at least once a year, and their knowledge must be assessed.

Here are two questions that naturally arise:

What about the aforementioned shortcomings? What about them?

To improve the quality of education, why not abandon evaluation and use another method?

As an answer to the first question, we believe that if there are errors in the creation of a work, it is correct to demand not to stop that work, but to correct the errors.

Let's demand from the Ministry to develop our own curricula in accordance with international standards, to allow the teacher to make changes to the curriculum according to the situation, and to use other textbooks if necessary. To organize the evaluation process, involve independent organizations, including foreign ones, interested in the impartiality of the process. Release teacher from overload.

Here are some of the arguments and suggestions that attracted our attention as an answer to the second question, and let's answer them:

In the proper organization of the education system, formative assessment (assessment of students' participation in the learning process) is more important than summative assessment (a test taken to assess the child's knowledge at a certain time interval, for example, quarterly or at the end of the year).

Answer: Yes. However, first of all, this does not mean that summative evaluation should not be implemented. Secondly, we mentioned above that the formative assessment system does not work at all, and we cited the reasons for this. We have to use summative evaluation to run this paralysis system.

This evaluation system is troubling students and teachers.

Answer: Yes. The reason is that everything in the cauldron goes into the bucket. Should the standard be changed if there is a requirement for ingredients that should be in the bucket, but the bucket does not produce the expected condition? Maybe we should review the products we put in the boiler?

If we increase the teacher's salary, the quality of education will improve.

Answer: For what? Imagine production in any other industry. If you can't control the quality of the product that the worker is producing, if you are only judging based on the price that the worker himself puts on the product as a quality indicator, will an increase in wages change anything here?

If this is the case in other areas, why do you think the education system will be different? (I have no objection to raising the teacher's salary, it is clear that this is one of the factors that improve the quality of education, but in order for the increase in the teacher's salary to affect the quality of education, the most important indicator that evaluates the teacher's work, the system for assessing the child's knowledge, must be the system.)

It is not correct to take tests from children so often.

Answer: Yes. In countries with developed education systems, only high school students are tested once a year, no more than twice. In my personal opinion, the current large number of tests is for students and teachers to be trained in this system. In this regard, it is necessary to consider the situation.

Not all students are the same, easy tests for some children can be very difficult for other children.

We tried to explain why we said the above, "the new assessment system introduced in schools should not be canceled." What do you think about this? Our comments comments are open to everyone.

The organization of an assessment system is one condition for the development of the quality of education in our country, but it is not enough. But that's another topic.