Oʻzbekcha
SUN’IY INTELLEKT VA TA’LIM ANALITIKASI ASOSIDA BO‘LAJAK INFORMATIKA O‘QITUVCHILARINING ALGORITMIK-DASTURLASH KOMPETENSIYASINI BAHOLASH MODELI
Jurnal
Raqamli-pedagogik transformatsiya va zamonaviy taʼlimning tadqiqot modellari mavzusidagi Respublika ilmiy-amaliy anjumani
Nashr
Raqamli-pedagogik transformatsiya va zamonaviy taʼlimning tadqiqot modellari mavzusidagi Respublika ilmiy-amaliy anjumani
Annotatsiya
Maqolada sun’iy intellekt va ta’lim analitikasi vositalari yordamida bo‘lajak informatika o‘qituvchilarining algoritmik-dasturlash kompetensiyasini baholash muammosi ko‘rib chiqilgan. An’anaviy baholashning yakuniy natijaga yo‘naltirilganligi va o‘quv jarayonini yetarlicha aks ettirmasligi asoslangan. Kompetensiyaning to‘rt komponenti bo‘yicha mezon va ko‘rsatkichlar, ma’lumot manbalari, integral ko‘rsatkichni hisoblash usuli va rivojlanganlik darajalaridan iborat baholash modeli taklif etilgan. Sun’iy intellekt yordamida baholashning pedagogik va etik shartlari belgilangan.
Kalit so‘zlar
algoritmik-dasturlash kompetensiyasi
avtomatik baholash
baholash modeli
bo‘lajak informatika o‘qituvchisi
integral ko‘rsatkich.
raqamli iz
sun’iy intellekt
ta’lim analitikasi
Русский
В статье рассматривается проблема оценивания алгоритмическо-программистской компетенции будущих учителей информатики с помощью искусственного интеллекта и образовательной аналитики. Обоснована ориентированность традиционного оценивания на конечный результат и недостаточный учёт учебного процесса. Предложена модель оценивания, включающая критерии и показатели по четырём компонентам компетенции, источники данных, способ вычисления интегрального показателя и уровни сформированности. Определены педагогические и этические условия оценивания с применением искусственного интеллекта.
автоматическое оценивание
алгоритмическо-программистская компетенция
будущий учитель информатики
интегральный показатель.
искусственный интеллект
модель оценивания
образовательная аналитика
цифровой след
English
The article addresses the problem of assessing the algorithmic-programming competence of pre-service computer science teachers by means of artificial intelligence and learning analytics. It argues that traditional assessment focuses on final results and does not sufficiently reflect the learning process. An assessment model is proposed, comprising criteria and indicators for the four components of the competence, data sources, a method for calculating an integral index and levels of competence development. Pedagogical and ethical conditions for AI-assisted assessment are defined.
algorithmic-programming competence
artificial intelligence
assessment model
automated assessment
digital footprint
integral index.
learning analytics
pre-service computer science teacher
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