Abstract
Ushbu maqola geterosiklik kimyoni o‘qitishda zamonaviy baholash strategiyalarini muhokama qiladi va autentik hamda faoliyatga asoslangan baholash usullarining integratsiyasiga e’tibor qaratadi. An’anaviy baholash amaliyotlari ko‘pincha yozma imtihonlar orqali deklarativ bilimni tekshirishga yo‘naltirilgan bo‘lsa-da, bunday yondashuvlar talabalarning murakkab kimyoviy tizimlarni amalda tushunish va qo‘llash qobiliyatini yetarli darajada baholamaydi. Tadqiqotda kutilgan o‘quv natijalari (ILOs) bilan baholash topshiriqlarini moslashtirish zarurligi, ayniqsa geterosiklik kimyo bilimlarini real hayotda qo‘llash kontekstida ko‘rib chiqiladi. Deklarativ, protseduraviy va funksional bilimlarni yagona pedagogik model doirasida baholash konseptual asos sifatida taklif etiladi.References
1. Biggs J., Tang C. Teaching for Quality Learning at University. — 4th ed. — Maidenhead: Open University Press, 2011. — 389 p. 70–89, 95–110, 165–250.
2. Bloom B. S. Taxonomy of Educational Objectives: The Classification of Educational Goals. — New York: Longmans, Green and Co., 1956. — 207 p. 18–35, 120–135.
3. Anderson L. W., Krathwohl D. R. A Taxonomy for Learning, Teaching, and Assessing. — New York: Longman, 2001. — 352 p. 66–88, 212–240.
4. Wiggins G. Educative Assessment: Designing Assessments to Inform and Improve Student Performance. — San Francisco: Jossey-Bass, 1998. — 371 p. 21–42, 135–168.
5. Torrance H. Evaluating Authentic Assessment. — Buckingham: Open University Press, 1995. — 196 p. 55–82, 110–129.
6. Herrington J., Oliver R. An Instructional Design Framework for Authentic Learning Environments // Educational Technology Research and Development. — 2000. — Vol. 48, No. 3. — P. 23–48.
7. Gulikers J., Bastiaens T., Kirschner P. A Five-Dimensional Framework for Authentic Assessment // Educational Technology Research and Development. — 2004. — Vol. 52, No. 3. — P. 67–86.
8. Moss P. A. Can There Be Validity Without Reliability? // Educational Researcher. — 1994. — Vol. 23, No. 2. — P. 5–12.
9. Laurillard D. Rethinking University Teaching. — London: Routledge, 2002. — 279 p.55–77, 140–158.
10. Piaget J. Science of Education and the Psychology of the Child. — New York: Orion Press, 1970. — 191 p.27–44, 65–83.
11. Vygotsky L. S. Mind in Society: The Development of Higher Psychological Processes. — Cambridge: Harvard University Press, 1978. — 159 p.79–91, 86–102.
12. Bransford J., Brown A., Cocking R. How People Learn: Brain, Mind, Experience, and School. — Washington: National Academy Press, 2000. — 374 p.31–50, 133–154.
13. Jonassen D. Learning to Solve Problems with Technology. — New York: Routledge, 2004. — 276 p. 95–118, 175–196.
14. Sambell K., McDowell L., Brown S. Assessment for Learning in Higher Education. — London: Routledge, 1997. — 250 p.
15. Savery J. Overview of Problem-based Learning: Definitions and Distinctions // Interdisciplinary Journal of Problem-Based Learning. — 2006. — Vol. 1, No. 1. — P. 9–20.

This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2026 Sarvinoz Kuchkarovna Mirzayeva, Charosxon Erkinovna Mahmadiyorova, Rozikul Narimanovich Abdiyev (Author)