Oʻzbekcha
INKLYUZIV TA’LIM SHAROITIDA BOSHLANG‘ICH SINF O‘QUVCHILARINING O‘QISH SAVODXONLIGINI BAHOLASHDA ZAMONAVIY YONDASHUVLAR
Jurnal
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Nashr
"Boshlang‘ich ta’lim tizimida zamonaviy kompetensiyalarni rivojlantirish: integrativ yondashuvlar va amaliy yechimlar" mavzusidagi Respublika ilmiy-amaliy anjumani
Annotatsiya
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.
Kalit so‘zlar
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
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