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example, in teaching the phonetics of a foreign language to young students in the first and second years of schooling, the importance of implicit imitation, that is, the mechanical repetition of sounds, speech samples following the teacher or phonogram, is great. In the middle and upper stages, conscious imitation plays an important role. Because it helps students to monitor themselves and correct each other's mistakes. Список использованной литературы:
1. Антонова И.И., Рыжова Л.Н. Усвоение лексики английского языка с помощью ЭВМ в старших классах. Ж. «ИЯШ», 1989, № 5.
2. Барышников Н.В. О преемственности целей обучения иностранному языку в средней школе и в вузе. Ж. «ИЯШ», 1989, № 5.
3. Рогова Г. В. Методика обучения английскому языку. (На английском языке) Л., 1975.
© Hojanepesova M., 2024
УДК 37
Hudayberdiyev M. B.,
Instructor Magtymguly Turkmen State University,
Ashgabat, Turkmenistan Aydogdyyeva B. R., Student of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
THE ROLE OF TEACHER IN ASSESSMENT Annotation
This article expresses the multifaceted role of teachers in student assessment. We move beyond the traditional view of assessment as solely a tool for measuring achievement, and delve into the ways teachers utilize assessment to leader students on their learning journeys. The article expresses the concept of Assessment for Learning (AfL), highlighting how teachers design and implement assessments to identify student strengths and weaknesses, inform instructional decisions, and promote student self-regulation.
Keywords:
teachers, students, pupils, assessment, good, words, deserve.
Худайбердиев М. Б.,
Преподаватель
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан Айдогдыева Б. Р., Студентка
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
РОЛЬ УЧИТЕЛЯ В ОЦЕНИВАНИИ Аннотация
В данной статье отражена многогранная роль учителей в оценивании учащихся. Мы выходим за
рамки традиционного взгляда на оценивание как на исключительно инструмент измерения достижений и углубляемся в то, как учителя используют оценивание, чтобы руководить учениками в их учебном пути. В статье выражается концепция оценки для обучения (AfL), в которой подчеркивается, как учителя разрабатывают и реализуют оценивание для выявления сильных и слабых сторон учащихся, информирования об учебных решениях и содействия саморегуляции учащихся.
Ключевые слова: учителя, студенты, ученики, оценка, хорошо, слова, заслуживают.
Introduction
A teacher's role is to plan and manage the assessment. One aspect of their role is to make accurate and productive use of assessment. They then use their findings to inform next steps, both their own and the pupils'. This reactionary approach to teaching and learning keeps students at the heart of the process. We discuss the various tools and techniques teachers employ for AfL, including formative assessments, observations, and self-reflection prompts. Furthermore, the article examines the challenges teachers face in assessment practices and explores strategies for effective feedback and fostering a growth mindset in students.
Assessment has long been a cornerstone of education, serving to gauge student understanding and achievement. However, the role of the teacher in assessment has evolved beyond simply grading tests. Teachers are now seen as shepherds of learning, utilizing assessment to guide students on their educational paths. This article explores this expanded role, focusing on how teachers leverage assessment to promote student growth and understanding.
Teacher as Assessment Designer:
Teachers play a crucial role in designing effective AfL strategies. This includes selecting appropriate assessment tools, such as quizzes, projects, observations, and self-reflection prompts. The chosen assessments should align with learning objectives and provide opportunities for students to demonstrate their understanding in various ways.
Teacher as Data Analyst:
Once assessments are implemented, teachers act as data analysts, interpreting the information gleaned. This analysis allows them to identify areas where students excel and areas that require further instruction. Effective data analysis empowers teachers to differentiate instruction, providing targeted support for struggling students and extending learning opportunities for advanced learners.
Teacher as Feedback Provider:
Feedback is an essential component of AfL. Effective feedback is specific, actionable, and timely. Teachers must go beyond simply assigning grades and provide constructive criticism that helps students understand their strengths and weaknesses, and most importantly, how to improve.
Teacher as Growth Mindset Facilitator:
A crucial aspect of the teacher's role is fostering a growth mindset in students. This involves helping students view challenges as opportunities for learning and growth. Through effective assessment practices and feedback, teachers can empower students to take ownership of their learning and become self-directed learners.
Conclusion:
The teacher's role in assessment has transformed from a scorekeeper into a shepherd of learning. Through AfL practices, teachers leverage assessment to illuminate student pathways, providing targeted instruction and fostering a love of learning. By embracing this multifaceted role, teachers empower students to become self-directed learners and achieve their full potential. Teachers also need to know how to align formative assessments with instructional goals, and they need to ensure that the evidence from the formative assessment and the inferences they draw from it are of sufficient quality to enable them to understand where the learner is along a learning progression.
References:
1. Strong, M. (2011). The highly qualified teacher: What is teacher quality and how do we measure it? New York: Teachers College Press.
2. Darling-Hammond, L., & Youngs, P. (2004). Defining 'highly qualified teachers.' What does scientifically-based research actually tell us? Educational Researcher.
3. Harris, D. N. (2011). Value-added measures in education: What every educator needs to know. Cambridge, Mass.: Harvard Education Press.
© Hudayberdiyev M.B., Aydogdyyeva B.R., 2024
УДК 37
Hudaynazarov V.,
Senior instructor of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan Allakuliyev A.,
Instructor of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
THE THRONE OF SULEIMAN IS LIKE A HORSE
Annotation
Turkmen have never mixed the Ahalteke breed with any other breed, on the contrary, they have firmly preserved the high breed quality of their own horses. Another thing that affected the pure blood of Ahalteke horses was that the Turkmens always followed the principle of «Az bolsun, uzbolsun» and kept 2-3 thoroughbred horses at their door, fed them with their hands, and did not let them out on their own in the fields.
Keywords:
horses, Turkmen horses, Turkmen people, spiritual, meaning.
Худайназаров В.,
Старший преподаватель Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан Аллакулиев А., Преподаватель
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
Аннотация
Туркмены никогда не смешивали ахалтекинскую породу ни с какой другой породой, напротив, они прочно сохранили высокие породные качества собственных лошадей. Еще одно, что сказалось на чистокровности ахалтекинцев, это то, что туркмены всегда следовали принципу «Аз болсун, узболсун» и держали у своего подъезда 2-3 чистокровных коня, кормили их с рук и не выпускали на улицу. Свои на полях.
Ключевые слова:
кони, туркменские лошади, туркменский народ, духовный, смысл.
