Oʻzbekcha
INKLYUZIV TA’LIM SHAROITIDA BOSHLANG‘ICH SINF O‘QUVCHILARINING O‘QISH SAVODXONLIGINI BAHOLASHDA ZAMONAVIY YONDASHUVLAR
Дата публикации
09.10.2026
Журнал
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Выпуск
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Аннотация
Mazkur maqolada inklyuziv ta’lim sharoitida boshlang‘ich sinf o‘quvchilarining o‘qish savodxonligini baholashning nazariy va metodik asoslari xalqaro PIRLS va PISA baholash dasturlari, inklyuziv ta’lim tamoyillari hamda zamonaviy psixolingvistik qarashlar aks ettirilgan. Shuningdek, inklyuziv ta’lim sharoitida o‘quvchilarning individual ta’lim ehtiyojlarini hisobga olish, baholash topshiriqlarini differensiallashtirish, diagnostik va formativ baholashni uyg‘unlashtirish, raqamli vositalardan foydalanish hamda o‘quvchining rivojlanish dinamikasini kuzatishning ahamiyati yoritilgan.
Ключевые слова
PIRLS
PISA
baholash
boshlang‘ich ta’lim
diagnostik baholash
formativ baholash
inklyuziv ta’lim
kompetensiyaviy yondashuv
o‘qish savodxonligi
raqamli baholash
individual ta’lim ehtiyojlari
Русский
В данной статье рассматриваются теоретические и методические основы оценки читательской грамотности учащихся начальных классов в условиях инклюзивного образования, отражающие международные программы оценки PIRLS и PISA, принципы инклюзивного образования, а также современные психолингвистические подходы. Освещается значение учета индивидуальных образовательных потребностей учащихся, дифференциации оценочных заданий, сочетания диагностического и формирующего оценивания, использования цифровых средств, а также отслеживания динамики развития учащегося в условиях инклюзивного образования.
PIRLS
PISA
диагностическое оценивание
компетентностный подход
начальное образование
оценивание
формативное оценивание
читательская грамотность
инклюзивное образование
индивидуальные образовательные потребности
цифровое оценивание
English
This article examines the theoretical and methodological foundations of assessing reading literacy among primary school students in inclusive education, drawing on the international PIRLS and PISA assessment programmes, the principles of inclusive education, and contemporary psycholinguistic perspectives. It highlights the importance of considering students’ individual educational needs, differentiating assessment tasks, integrating diagnostic and formative assessment, using digital tools, and monitoring students’ developmental progress in inclusive education settings
PIRLS
PISA
assessment
competency-based approach
diagnostic assessment
digital assessment
formative assessment
primary education
reading literacy
inclusive education
individual educational needs
1. Booth T., Ainscow M. Index for Inclusion: Developing Learning and Participation in Schools. 3rd ed. Bristol: Centre for Studies on Inclusive Education, 2011.
2. Florian L. What counts as evidence of inclusive education? // European Journal of Special Needs Education. 2014. Vol. 29, No. 3. P. 286–294.
3. Gough P.B., Tunmer W.E. Decoding, reading, and reading disability // Remedial and Special Education. 1986. Vol. 7, No. 1. P. 6–10.
4. Mitchell D. What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. 2nd ed. Routledge, 2014.
5. Mullis, I.V.S., & Martin, M.O. (Eds.). (2021). PIRLS 2021 Assessment frameworks. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: https://pirls2021.org/frameworks/wp-content/uploads/sites/2/2019/04/P21_FW_Ch1_Assessment.pdf
6. Mullis I.V.S., Martin M.O. (Eds.). PIRLS 2021 International Results in Reading. International Association for the Evaluation of Educational Achievement (IEA), 2023.
7. OECD. PISA 2022 Assessment and Analytical Framework. OECD Publishing, 2023.
8. Perfetti C.A., Stafura J.Z. Word knowledge in a theory of reading comprehension // Scientific Studies of Reading. 2014. Vol. 18, No. 1. P. 22–37.
9. Fälth, L., & Selenius, H. (2022). Primary school teachers’ use and perception of digital technology in early reading and writing education in inclusive settings. Disability and Rehabilitation: Assistive Technology, 1-10. https://doi.org/10.1080/17483107.2022.2125089
10. Nasriddinova N.A. Umumiy o‘rta ta’lim maktablarining boshlang‘ich sinf o‘quvchilarida o‘qish savodxonligini shakllantirish metodikasi. Pedagogika fanlari bo‘yicha falsafa doktori (PhD) dissertatsiyasi avtoreferati. Toshkent, 2025. – 49 b.
11. Suyarova A.X. Multimedia ta’lim resurslari asosida boshlang‘ich sinf o‘quvchilarining o‘qish savodxonligini rivojlantirish metodikasini takomillashtirish. Pedagogika fanlari bo‘yicha falsafa doktori (PhD) dissertatsiyasi avtoreferati. Toshkent, 2022. – 45 b.
12. Turg‘unboyev S.F. Inklyuziv ta’lim sharoitida boshlang‘ich sinf o‘quvchilarida o‘qish savodxonligini shakllantirishning nazariy asoslari. “Maktab ta’limi: muammolar, izlanishlar, yechimlar”. 2026. №9. 108–113-b. DOI:10.66023/MT/v_i399/429
13. Turg‘unboyev S. F. Boshlang‘ich sinf o‘quvchilarida o‘quv faoliyati samaradorligini oshirishda o‘qish savodxonligining ahamiyati. (2026). «Maktabgacha va Maktab ta’limi» Jurnali, 4(9), 135-139. https://doi.org/10.5281/zenodo.22341699
14. Turg‘unboyev Sirojiddin Faxriddinovich. (2026, September 15). Inklyuziv ta’lim sharoitida boshlang‘ich sinf o‘quvchilarining o‘qish savodxonligini rivojlantirish orqali inklyuziv madaniyatni shakllantirish. https://doi.org/10.5281/zenodo.22771331
15. UNESCO. Global Education Monitoring Report 2020: Inclusion and Education: All Means All. Paris: UNESCO, 2020.
16. Kodirova F.U., Safieva M., Sharofutdinova R., Turgunboev S.F. et al. Regional barriers and innovative solutions in the medical rehabilitation of children with cochlear implants in Uzbekistan: A telemonitored home-based versus center-based comparative study. International Journal of Pediatric Otorhinolaryngology. 2026. Vol. 207. Article 112916. DOI: 10.1016/j.ijporl.2026.112916.
