A model for assessing the educational results of schoolchildren in teaching mathematics

Abstract

The introduction of a new system for assessing the educational results of Kazakhstani schoolchildren
provides teachers with new opportunities to improve the educational process. However, despite the advantages
of the criteria-based assessment system, there are many risks of ill-considered and formal implementation of
assessment reforms in educational practice, as evidenced by international experience in educational assessment
research. The results of the questionnaire survey of school teachers presented in the article confirmed the
manifestation of the problems and risks associated with the use of criteria-based assessment in schools in
Kazakhstan and actualized the need to find an optimal model for assessing the educational achievements of schoolchildren, reasonably combining the advantages of summative and formative assessments, taking into
account the peculiarities of a particular school discipline (in our case, mathematics), the implementation of which
would ensure the implementation of the principles of effective assessment. The development and theoretical
substantiation of a model for assessing the educational results of schoolchildren in teaching mathematics that
meets the specified requirements is the purpose of this study. In the author’s model presented in the article, in
addition to the principles of effective assessment, conceptual provisions are implemented that: define formative
assessment as a central part of the learning process; indicate the importance of integrating summative and
formative assessment practices as a factor in increasing the effectiveness of educational assessment; actualize
the application of the tiered approach in the development and assessment of assignments not only in formative
but also in summative assessment practices as a means of increasing the reliability of assessment and preventing
estimated inflation. The scientific and practical significance of the study lies in the fact that its materials (the
results of the questionnaire, the assessment model, and comments on it) are directly aimed at improving the
theory and practice of educational assessment in the system of school mathematics teaching.