ASSESSING THE INTERDEPENDENCE OF REPRODUCTIVE AND CREATIVE COMPONENTS OF STUDENTS’ INDEPENDENT WORK: AN EPISTEMIC-INTEGRATIVE DIAGNOSTIC MODEL AND EXPERIMENTAL EVIDENCE FROM PEDAGOGY COURSES IN UZBEKISTAN
Published
25.04.2026
Journal
Priority areas for applying artificial intelligence to pedagogical education
Issue
Priority areas for applying artificial intelligence to pedagogical education
Pages
1084-1092
Authors
Abstract
Independent work occupies a growing share of credit-module curricula in Uzbek higher education, yet it is still assessed mostly by final grades that cannot show how reproduced knowledge becomes a justified creative product. This article proposes an epistemic-integrative diagnostic model that evaluates four components of independent work: reproductive-cognitive (R), creative-transformative (C), epistemic-verificational (E) and metacognitive-reflective (M). Each component is measured by four indicators on a 0–3 analytic scale; their interdependence is expressed by a harmonic coherence coefficient, a weighted epistemic integration index and a reproductive–creative imbalance indicator. The model was embedded in a five-stage instructional procedure and tested in the course “General Pedagogy” at three higher education institutions (experimental group n = 267, control group n = 268). The groups were equivalent at the start (mean 3.36 and 3.35). After the intervention the experimental group scored 3.79 and the control group 3.36 (Welch t = 6.65, p < 0.001; Mann–Whitney p < 0.001; Cohen’s d = 0.58); grades 4–5 were obtained by 68.5% and 36.6% of students respectively. Because the experiment used course grades, the component-level indicators remain to be validated in future work.
Keywords
independent work
reproductive and creative components
epistemic verification
analytic rubric
harmonic coherence coefficient
diagnostic matrix
pedagogical experiment
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