DIGITALIZATION OF ASSESSMENT IN CHINA AND UZBEKISTAN
Keywords:
Digital Assessment, Formative Assessment, Summative Assessment, Competency-Based Learning, Educational Technology, China, Uzbekistan, Monitoring, Rubrics, National Curriculum.Abstract
This research analyzes the digitalization of assessment practices in China and Uzbekistan within the context of global educational reforms. The study examines theoretical foundations of assessment, including formative, summative, and competency-based approaches, then explores the digital assessment system of China as a model of international experience. Special focus is placed on Uzbekistan’s assessment reforms under the New National Curriculum, emphasizing digital tools, scoring mechanisms, and monitoring procedures. The research concludes with a comparative analysis and practical recommendations for enhancing Uzbekistan’s digital assessment system through technological integration, data-driven decision-making, and teacher capacity-building.
References
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