Keywords
Abstract
Maqolada summativ baholash sharoitida o‘quvchilarning kritik fikrlash kompetensiyalarini rivojlantirishga xizmat qiladigan metodik yondashuv takomillashtirildi. Tadqiqot nazariy-metodik xarakterga ega bo‘lib, unda 2010–2025 yillar oralig‘ida e’lon qilingan ilmiy manbalar, kritik fikrlashning xalqaro konseptual tavsiflari, maktab baholash amaliyotiga oid tadqiqotlar hamda autentik baholash bo‘yicha yondashuvlar qiyosiy tahlil qilindi. Tahlil natijasida summativ baholashning faqat yakuniy natijani qayd etuvchi vosita emas, balki topshiriq konstruksiyasi, mezonlar aniqligi, dalillashga asoslangan javob formati va qisqa refleksiv izoh bilan boyitilgan taqdirda rivojlantiruvchi salohiyatga ham ega ekani asoslandi. Takomillashtirilgan metodika kritik fikrlash kompetensiyasini muammoni aniqlash, axborotni tahlil qilish, dalilni tanlash, xulosa chiqarish, qarorni asoslash va o‘z fikrini qayta ko‘rib chiqish kabi tarkibiy qismlar orqali baholashni nazarda tutadi. Maqolada summativ topshiriqlarni qayta loyihalash modeli, topshiriq turlari va baholash indikatorlari o‘rtasidagi muvofiqlik, shuningdek, o‘qituvchi va o‘quvchi faoliyatini uyg‘unlashtiruvchi bosqichli metodika tavsiflandi. Olingan metodik natijalar umumiy o‘rta ta’lim amaliyotida fanlar kesimida qo‘llashga mos bo‘lib, summativ baholashni reproduktiv nazorat shaklidan kompetensiyaga yo‘naltirilgan baholash tizimiga yaqinlashtiradi.
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