Scientific ideas of young scientists | Pomysły naukowe młodych naukowców |
Научные идеи молодых ученых
67
November 2020
ORGANIZING INTERNATIONAL ASSESSMENT OF THE QUALITY OF EDUCATION
IN HIGHER EDUCATION SYSTEM
Uchkurova Shakhnoza Shavkatovna
Teacher of Department of English language and theoretical aspects
Uzbek State World Languages University
Annotation. This article examines and describes organizing international assessment
of the quality
of education in higher education system. It has been discussed the components of organizing
international assessment
of the quality of education.
Key words: assessment, assessment quality, higher education, knowledge, grade, skills, directions,
empirical data, systematic process
It is clear that,Higher education institutions (HEIs) are under increasing pressure to show
their societal relevance (Perry, 2012; Temple, 2011). This is partly
a function of the impetus
brought about by the rise of the knowledge-based economy and, concurrently, the premium put
on the manipulation and transfer of knowledge assets (Varga, 2009), in addition to high-level
skills embodied in the human capital of nations and regions (OECD, 2007). External pressures
manifest themselves in a variety of forms, among them, shifts in the economy and the nature of
the labour market, demographic trends and the demands and expectations of interest groups, and
are, to a large degree, associated with the notion of higher education (HE) as an instrument for
reaching certain societal agendas (Maassen
and Olsen, 2007) like democratization,
social
mobility, economic development and innovation. As a result of these external pressures,
governments across the world have enacted several bold reforms aimed at modernizing HE with
the aim of responding better to the aforementioned pressures and to increase efficiency, quality
and accountability (Amaral, Bleiklie and Musselin, 2008;
Stensaker and Harvey, 2011;
Vukasovic et al., 2012). These efforts, in turn, have generated a series of strategic responses by
HEIs and their primary actors, academics and professional administrators (Kwiek and Maassen,
2012; Pinheiro and Stensaker, 2014a). What is more, the changes have led to a shift in the nature
of the traditional relationship or ‘social pact’ between HE and society,
brokered via the state
(Maassen, 2014; Schwartzman, Pinheiro and Pillay, 2015).
Thus, if we analayze and learn assessment quality of higher education system, in higher education,
assessment quality is a problem that has serious consequences for students, teachers,
government,
and society. A lack of a clear and overarching conceptualisation of assessment quality can cause
difficulties in guaranteeing assessment quality. Thus, the aim of this
study is to conceptualise
assessment quality in tertiary education by providing an overview of the assessment quality criteria,
their influences, the evaluation of the assessment quality criteria, and the perspectives that should be
considered when evaluating assessment quality.
Assessment is a key component of learning because it helps students learn. When students are able to
see how they are doing in a class, they are able to determine whether or not they understand course
material. Assessment can
also
help
motivate
students.
Just as
assessment helps
students, assessment helps teachers.
Quality assessment is assessment of the overall precision and accuracy of data, after we've run the
analyses. Quality Control and Assessment Measures: Internal Checks Internal checks are performed
by the project field volunteers, staff, and lab.
In Uzbekistan we organize and explore
international assessment of the quality of education in
higher education system with following components:
Ensure clear directions for completing the assessment
Use multiple raters
Ensure decisions/conclusions are made based on the data/evidence
Use expert reviews of instruments/rubrics
Use multiple sources of data – results in better quality data for making valid inferences