TEACHER ASSESSMENT LITERACY IN THE CONTEXT OF INTERNATIONAL STANDARDS

Abstract

This master's thesis deeply analyzes the concept of teacher assessment literacy within the context of international educational standards. The study emphasizes the central role of assessment in modern education, particularly the necessity of moving away from traditional, summative assessment methods towards comprehensive and diagnostic approaches. International frameworks like the National Assessment of Educational Progress (NAEP) are crucial for identifying student knowledge and skills, demanding a high level of literacy from teachers in designing, implementing, interpreting, and utilizing assessment results. The work discusses strategies for improving educational programs, expanding professional development opportunities, and adapting to international standards to enhance teacher assessment literacy. The research findings serve as a basis for developing policies and practices aimed at increasing teacher assessment competencies in Uzbekistan's education system.