Keywords
Abstract
Mazkur maqolada ta’lim jarayonida summativ baholash topshiriqlarini kritik fikrlashni shakllantirishga xizmat qiladigan metodik vosita sifatida loyihalash masalasi yoritiladi. Tadqiqotning asosiy g‘oyasi summativ baholashni faqat yakuniy natijani qayd etuvchi nazorat shakli emas, balki o‘quvchining tahlil qilish, dalillarni solishtirish, xulosa chiqarish, qaror asoslash va bahsli vaziyatlarda nuqtayi nazarni himoya qilish qobiliyatini namoyon etuvchi murakkab faoliyat maydoni sifatida talqin etishdan iborat. Maqolada kritik fikrlashning tarkibiy ko‘nikmalari, yuqori darajali kognitiv amallar bilan aloqasi, summativ topshiriqlarni tuzish tamoyillari, mezonli baholashning o‘rni, topshiriqlarda yangi vaziyat, ko‘p manbali material, dalillash va refleksiya komponentlaridan foydalanish usullari tahlil qilinadi. Shuningdek, topshiriq dizayni, o‘quvchini oldindan tayyorlash, baholash mezonlarini shaffof belgilash, analitik rubrikalar qo‘llash va yakuniy natijalarni qayta o‘qitish bilan bog‘lashga doir amaliy tavsiyalar beriladi. Natijada summativ baholash topshiriqlari mazmuni va shakli to‘g‘ri tashkil etilganda ular o‘quv jarayonida kritik fikrlashni shakllantirishning samarali pedagogik mexanizmiga aylanishi asoslab beriladi.
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