Vol. 3 No. 5 (2025), Articles
Vol. 3 No. 5 (2025)

CONCEPTUAL APPROACHES TO DEVELOPING ASSESSMENT COMPETENCE OF PRIMARY SCHOOL TEACHERS IN FOREIGN EDUCATIONAL PRACTICES

Articles
Published 2025-11-04
Majidova Hilola Eshquvat qizi
Teacher, Department of Mathematics and Native Language in Primary Education Faculty of Preschool and Primary Education Termiz State Pedagogical Institute
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Keywords

primary education, assessment competence, formative assessment, summative assessment, professional development, reflective teaching, international experience, educational innovation.

Abstract

This paper explores the conceptual foundations and international experiences in developing assessment competence among primary school teachers. It discusses modern pedagogical approaches, the integration of formative and summative assessment, and the influence of reflective and digital practices in foreign education systems. The study concludes that building assessment competence is essential for improving teaching quality, supporting student-centered learning, and enhancing educational outcomes.

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References

1. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability.

2. European Commission. (2013). Supporting Teacher Competence Development for Better Learning Outcomes.

3. Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research.

4. OECD. (2020). Teachers and School Leaders as Lifelong Learners: Professional Development in International Perspective.

5. Stiggins, R. (2018). Revolutionize Assessment: Empower Students, Inspire Learning.