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
Дата публикации
25.04.2026
Журнал
Приоритетные области применения искусственного интеллекта в педагогическом образовании
Выпуск
Приоритетные области применения искусственного интеллекта в педагогическом образовании
Страницы
1084-1092
Авторы
Аннотация
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.
Ключевые слова
independent work
reproductive and creative components
epistemic verification
analytic rubric
harmonic coherence coefficient
diagnostic matrix
pedagogical experiment
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