International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Kenzhetaeva Roza; Nurzhanova  Sazhila; Beimisheva  Aigul; Stambekova  Assel; Ryabova  Ekaterina; Kulbayeva  Dina

doi:10.23947/2334-8496-2020-8-3-73-81

Authors

Kenzhetaeva Roza Institute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, Kazakhstan https://orcid.org/0000-0002-9080-3813
Nurzhanova Sazhila Institute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, Kazakhstan https://orcid.org/0000-0002-6856-211X
Beimisheva Aigul University “Narxoz”, Almaty, Kazakhstan https://orcid.org/0000-0003-3281-6859
Stambekova Assel Institute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, Kazakhstan https://orcid.org/0000-0002-6869-7401
Ryabova Ekaterina Institute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, Kazakhstan https://orcid.org/0000-0003-4634-2690
Kulbayeva Dina Faculty of law, Department of Philosophy and political science, Taraz State University named after M.Kh.Dulati, Taraz, Kazakhstan

DOI:

https://doi.org/10.23947/2334-8496-2020-8-3-73-81

Keywords:

criteria-based assessment, control and assessment activities, vocational training, pedagogical education

Abstract

This study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new vision of the methods and technologies of the system for evaluating educational achievements. In connection with the modernization of Kazakhstan’s education, significant changes are occurring in the control and assessment activities of Kazakhstan schools, its goals, content, and technologies are changing. The problem of assessment activity is one of the most urgent problems both in pedagogical theory and in pedagogical practice. This study presents the results of empirical studies and the features of the transition to a new criteria-based assessment system for Kazakhstan. According to the results of the study, the problem of the need for professional training of future primary school teachers for the criteria-based assessment system was revealed. Results also showed that there are difficulties of applying criteria-based assessment in the practice of primary school teachers. The question of what professional knowledge, skills, and abilities an elementary school teacher must possess to successfully perform the monitoring and evaluation function was investigated. Particular attention is paid to the study of the influence of criteria-based assessment on learning motivation in primary school.

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