Application of new methods and forms of knowledge assessment in the geography curriculum
Introduction. The organization of knowledge assessment in the learning process should take into account developmental characteristics and the specific importance of this process. The purpose of the research: to study new methods and forms of assessing students’ academic achievements through formative, summative, and diagnostic assessments in line with the content strands and standards of modern geography textbooks. Materials and methods: a comparative analysis was conducted between modern assessment methods and traditional ones (prior to the reforms under the national education program), highlighting the differences between them. Results. The results show that traditional assessment systems are teacher-centered, while modern assessment approaches are student-centered. In contemporary evaluation systems, the main criteria for assessing students are knowledge, skills, and competencies. The main body of the study addresses the concept of assessment, its role in students’ lives, and its contribution to their personal development. Students are evaluated at four levels (I, II, III, IV) based on established criteria. As a result, the structure and significance of knowledge and skills assessment were determined. Conclusion. For the effective implementation of the assessment process, several recommendations and suggestions were proposed. Unlike traditional assessment, modern assessment encourages students to engage in research, as well as creative and analytical thinking. However, for the assessment process to be effectively organized and to meet modern educational requirements, a comprehensive approach to each subject in accordance with its educational standards is necessary.
While nobody left any comments to this publication.
You can be first.
Alruwais, N. and Zakariah, M. (2023), “Evaluating Student Knowledge Assessment Using Machine Learning Techniques”, Sustainability, Saudi Arabia.15(7), 6229. https://doi.org/10.3390/su15076229. (In Saudi Arabia).
Alxasov, O.K. and Seyfullayeva, N.S. (2016), “Analysis of content standards in the ceography curriculum in terms of knowledge and activity lines”, Journal of Geography and Natural Resources, 116-121. (In Azerbaijan).
Grevtseva, G.Ya., Litvak, R.A. and Tsiulina, M.V. (2018), “Scientific Olympiad as Means of Students' Youth Development”, Current Issues of Linguistics and Didactics: The Interdisciplinary Approach in Humanities and Social Sciences (CILDIAH-2018), 50, 01205. DOI: 10.1051/shsconf/20185001205. (In Russian).
Hendriks, M., Scheerens, J. and Sleegers, P. (2014), “Effects of evaluation and assessment on student achievement: a review and meta-analysis”, Educational Assessment, Evaluation and Accountability. 128-166. (In Germany).
Hussein, T. (2006), “Constructivist learning in the secondary education geography curriculum”, Turkish Geography Journal, 47. (In Türkiye).
Jimaa, Sh. (2011), “The impact of assessment on students learning”, Procedia-Social and Behavioral Sciences, The Netherlands. 28, 718-721. DOI: 10.1016/j.sbspro.2011.11.133. (In Netherlands).
Karaman, P. and Atar, B.(2019), “The Effects of Student and School Level Characteristics on Academic Achievement of Middle School Students in Turkey”, Journal of Measurement and Evaluation in Education and Psychology, Türkiye.10(4), 391-405. https://doi.org/10.21031/epod.564819. (In Türkiye).
Meylani, Rusen. A. (2024), “Comparative Analysis of Traditional and Modern Approaches to Assessment and Evaluation in Education”, Batı Anadolu Eğitim Bilimleri Dergisi. Türkiye.15 (1), 520-555. https://doi.org/10.51460/baebd.1386737. (In Türkiye).
Onuh, Willington Legaspi, Olivia & Mostajo, Susan & Malabanan, Don & Reyes, Rosario (2022), “The Link between Internet Connectivity and Missed Assessments in the Online Class Modality, IAFOR Journal of Education, Japan. 10. 7-28. https://doi.org/10.22492/ije.10.2.01. (In Japan).
Seidova, E.Y., Takhirov, A.V. (2022), “Educational Tools for Geography and Their Significance in the Educational Process”, MNPC Science, Research, Education: New Challenges of Modernity, Moscow, Russia.
Seyidova, E.Y. (2024), “Analysıs of the applıcatıon of new evaluatıon methods, tools, and forms ın geography currıculum”, XIV international scientific conference, Tallin, Estonia.
Seyfullayeva, N.S. (2011), “Methodology of Teaching Geography”, Baku, Azerbaijan.
Shakirov, R.Kh., Burkitova, A.A. and Dudkina, O.I. (2012), “Evaluation of students' academic achievements”, Methodological guide, Bishkek, Russia.
Suleymanova, A.Y. (2015), “Fundamentals of Education”, Education Publishing House, Baku, Azerbaijan.
Zulfiyya Veysova (2007), “Active/Interactive Teaching: A Guide for Teachers”, Ministry of Education Republic of Azerbaijan, UNICEF, Baku, Azerbaijan.