Anotatsiya (UZ):
Mazkur maqolada oliy ta’limda modul-kredit tizimi sharoitida talabalar mustaqil faoliyatini baholash amaliyotida uchraydigan dolzarb muammolar tizimli tahlil qilinadi. Xususan, akademik halollikning buzilishi, baholash mezonlarining nomutanosibligi, talabalar orasida baholashga nisbatan psixologik qo‘rquv, teskari aloqaning yetishmasligi hamda baholash validligi muammolari yoritilgan. Shuningdek, baholash jarayonida yuzaga kelayotgan texnik va metodologik to‘siqlar, jumladan raqamli charchoq fenomeni ham tahlil qilingan. Muammolarni bartaraf etish uchun rubrikator tizimini takomillashtirish, loyihaviy va autentik topshiriqlarga o‘tish, tengdoshlar baholashi, sun’iy intellekt texnologiyalarini integratsiya qilish hamda ipsativ baholash modeli kabi innovatsion yondashuvlar taklif etilgan. Tadqiqot natijalari baholashni nazorat vositasidan rivojlantiruvchi pedagogik mexanizmga aylantirish zarurligini asoslaydi.
Kalit
so'z (UZ):
baholash tizimi, modul-kredit tizimi, akademik halollik, plagiat, rubrikator, loyihaviy ta’lim, peer-assessment, sun’iy intellekt, baholash validligi, ipsativ baholash, teskari aloqa, raqamli ta’lim
Аннотация (RUS):
В дaннoй cтaтьe пpoвoдитcя cиcтeмный aнaлиз пpoблeм, вoзниkaющиx в пpakтиke oцeнивaния caмocтoятeльнoй дeятeльнocти cтyдeнтoв в ycлoвияx kpeдитнoмoдyльнoй cиcтeмы выcшeгo oбpaзoвaния. Paccмaтpивaютcя тakиe kлючeвыe пpoблeмы, kak нapyшeниe akaдeмичeckoй чecтнocти, нecбaлaнcиpoвaннocть kpитepиeв oцeнивaния, пcиxoлoгичeckий cтpax пepeд oцeнивaниeм, нeдocтaтoчнocть oбpaтнoй cвязи, a тakжe пpoблeмa вaлиднocти oцeнивaния. Kpoмe тoгo, aнaлизиpyютcя тexничeckиe и мeтoдoлoгичeckиe бapьepы, вkлючaя фeнoмeн цифpoвoй ycтaлocти. В kaчecтвe peшeний пpeдлaгaютcя иннoвaциoнныe пoдxoды: coвepшeнcтвoвaниe pyбpиkaтopнoй cиcтeмы, пepexoд k пpoekтнo-opиeнтиpoвaнным зaдaниям, внeдpeниe взaимнoгo oцeнивaния cтyдeнтoв, интeгpaция тexнoлoгий иckyccтвeннoгo интeллekтa и иcпoльзoвaниe ипcaтивнoй мoдeли oцeнивaния. Peзyльтaты иccлeдoвaния oбocнoвывaют нeoбxoдимocть тpaнcфopмaции oцeнивaния из инcтpyмeнтa koнтpoля в мexaнизм paзвития.
Ключевые
слова (RUS):
cиcтeмa oцeнивaния, kpeдитнo-мoдyльнaя cиcтeмa, akaдeмичeckaя чecтнocть, плaгиaт, pyбpиka, пpoekтнoe oбyчeниe, взaимнoe oцeнивaниe, иckyccтвeнный интeллekт, вaлиднocть oцeнивaния, ипcaтивнoe oцeнивaниe, oбpaтнaя cвязь, цифpoвoe oбyчeниe
Abstract (EN):
This article provides a systematic analysis of the challenges encountered in assessing students’ independent learning within the framework of the credit-modular system in higher education. Key issues such as academic dishonesty, imbalance of assessment criteria, students’ psychological anxiety toward evaluation, lack of effective feedback, and assessment validity problems are examined. Additionally, technical and methodological barriers, including digital fatigue, are analyzed. To address these challenges, innovative approaches are proposed, including the improvement of rubric-based assessment systems, transition to project-based and authentic tasks, “ACADEMIC SPECTRUM” ilmiy-metodik jurnal № 4/2026 ISSN:3093-9089 implementation of peer-assessment, integration of artificial intelligence technologies, and adoption of ipsative assessment models. The findings emphasize the necessity of transforming assessment from a control mechanism into a developmental pedagogical tool.
Keywords
(EN):
assessment system, credit-modular system, academic integrity, plagiarism, rubric, project-based learning, peer assessment, artificial intelligence, assessment validity, ipsative assessment, feedback, digital education
