In English O’zbek tilida

Curriculum-based assessment: Direct assessment of a child’s academic skills, bymeasuring and recording the child’s progress in the general curriculum at frequent intervals as a basis to make instructional decisions.	O'quv rejasiga asoslangan baholash: bolaning akademik ko'nikmalarini o'lchash va qayd etish orqali bevosita baholash. ta'lim qarorlarini qabul qilish uchun asos sifatida bolaning umumiy o'quv dasturida tez-tez oraliqda erishgan yutuqlari.
226	Curriculum frameworks: guidelines set by the State Department of Educationfor what children are expected to know in a given subject area by certain grade levels.	O'quv rejalari: Davlat ta'lim departamenti tomonidan o'rnatiladigan ko'rsatmalar Bolalar nima qilishlari kerak ma'lum sinflar bo'yicha ma'lum bir fan sohasida bilish.
227	Contextual background to the research In this section, I will discuss three key concepts that are influencing educational decision making and curriculum changes worldwide. These are: 1. the nature of knowledge 2. the OECD 2005 DeSeCo report 3. the disengagement of students. I argue that these factors have contributed to the recently renewed interest in curriculum integration, particularly in secondary schools. The changing nature of knowledge in recent times is argued to be a key reason why educators need to consider curriculum integration. Jane Gilbert (2005), a New Zealand academic who has written extensively in this area, asserts that new knowledge is “distinct from traditional philosophical understandings of knowledge” and is therefore a “major challenge to our education systems” (p. 4). Gilbert argues that in order to address this issue we must re-evaluate our view of what schools are for, what their aims are, and how to achieve them. This discussion, centering on what Gilbert refers to as the knowledge wave, has drawn attention to future focused educational literature signifying the importance of teaching students how to learn, rather than (just) what to learn. Gilbert argues that re-evaluating schools in light of this ‘new’ knowledge involves rethinking traditional subject boundaries and how these may restrict the types of knowledges required. Such ideas have been a key aspect of reviewing education that has encouraged teachers to return to the idea of curriculum integration. A key document that has also influenced curriculum decision making worldwide is The Definition and Selection of Key Competencies (DeSeCo) (OECD, 2005). The focus of the DeSeCo report is on the competencies that students need to contribute to a successful life and a well-functioning society “by drawing on and mobilising psychosocial resources” (p. 4). The document describes how globalisation and modernisation are generating a diverse and interconnected world, where individuals will need to address shared challenges as a society, such as evaluating the benefit of economic growth against environmental sustainability, and prosperity versus social equity. It is argued that mastery of content through the traditional transmissive mode of teaching will not adequately prepare our students to meet such complex goals, not least due to the lack of engagement that it provokes (Gilbert, 2005; Kress, 2007). 5 Students’ disengagement, and the frequently associated lack of achievement, has been identified by many as a significant issue facing schools globally. Kress (2007) describes how students no longer judge school to be of relevance to the world as they experience it. One response by teachers has been to encourage looser boundaries between subject areas to encourage a more holistic approach to curricula in the hope that this will engage and motivate students toward improved educational outcomes. In New Zealand disengagement is particularly prevalent amongst Māori and Pacific Island students, which Bishop & Berryman (2006) have attributed to a number of reasons, including negative relationships and an over-reliance on western teaching methodologies. They, along with Fraser & Paraha (2002) and Fraser (1999), view curriculum integration as a culturally responsive pedagogy. Evidence emerging from both quantitative and qualitative research, has endorsed curriculum integration as an important educational intervention. For example, studies have found that curriculum integration results in, increased relevance (Fraser, 1999; Locke, 2008; Murdoch, 1998), preparation for 21st century life (Godinho & Imms, 2011; Parr, Edwards, & Leising, 2009; Schultz, 2009), development of social skills, relationships, and greater collaboration (Beane, 1997; Fraser, 1999; Nolan, McKinnon, & Owens, 1992; Russell & Burton, 2000), advanced problem solving and critical-thinking skills (MacMath, Roberts, Wallace, & Chi, 2010; Sharpe & Breunig, 2009), heightened engagement (Parr et al., 2009; Thorburn & Collins, 2006). and improved achievement (Dowden, 2007; Shriner et al., 2010). However, only a small number of these research studies have focused on secondary school curriculum integration (Locke, 2008; Nolan et al., 1992; Russell & Burton, 2000; Sharpe & Breunig, 2009) and few are based in New Zealand (Brough, 2008; Dowden, 2007; Fraser, 1999; Locke, 2008; Nolan et al., 1992).