TALABALARNING O'QUV FAOLIYATINI NAZORAT QILISH VA BAHOLASH

Educational Research in Universal Sciences ISSN: 2181-3515 VOLUME 4 | SPECIAL ISSUE 12 | 2025 https://t.me/Erus_uz Multidisciplinary Scientific Journal October, 2025 18 DOI: https://10.5281/zenodo.17308140 TALABALARNING O‘QUV FAOLIYATINI NAZORAT QILISH VA BAHOLASH Kurbanov Mirzaahmad Oʻzbekiston Milliy universiteti professori E-mail: kurbanov1[email protected] Ibadullayev Samandarbek Baxtiyor o‘g‘li Oʻzbekiston Milliy Universiteti 1-kurs Magistranti E-mail: [email protected] ANNOTATSIYA Talabalarning o‘quv faoliyatini nazorat qilish va baholash zamonaviy ta’lim jarayonining asosiy tarkibiy qismi hisoblanadi. Ushbu jarayon talabalarning egallagan bilim, shakllangan ko‘nikma va kasbiy malakalarini aniqlash, ularning rivojlanish darajasini baholash imkonini beradi. Nazorat qilishning asosiy vazifasi-ta’lim jarayonida aniqlangan natijalarni tahlil qilish va o‘quvchi-talabalarning yutuq hamda kamchiliklarini ko‘rsatishdan iboratdir. Baholash esa nazorat natijalariga tayangan holda amalga oshiriladi hamda talabalarning intellektual salohiyatini o‘sishiga xizmat qiladi. Shu bilan birga, nazorat va baholash talabalarda mas’uliyat, intizom va mustaqil ishlash ko‘nikmalarini rivojlantiradi. Pedagogik nuqtayi nazardan, baholashning adolatli, shaffof va differensial bo‘lishi ta’lim sifatini oshirishning muhim omilidir. Zamonaviy ta’lim tizimida reyting, test, elektron baholash va monitoring kabi usullar keng qo‘llanilmoqda. Bu usullar talabalarning bilimini ob’ektiv va tizimli baholashga yordam beradi. Natijada, ta’lim jarayonining samaradorligi ortadi va talabalarning kelgusidagi kasbiy faoliyatiga ijobiy ta’sir ko‘rsatadi. Kalit so‘zlar: nazorat, baholash, ta’lim sifati, pedagogik jarayon, bilim, ko‘nikma, malaka, reyting tizimi, monitoring. Educational Research in Universal Sciences ISSN: 2181-3515 VOLUME 4 | SPECIAL ISSUE 12 | 2025 https://t.me/Erus_uz Multidisciplinary Scientific Journal October, 2025 19 CONTROL AND ASSESSMENT OF STUDENTS’ LEARNING ACTIVITIES Kurbanov Mirzaahmad Oʻzbekiston Milliy universiteti professori E-mail: kurbanov[email protected]u Ibadullayev Samandarbek Baxtiyor o‘g‘li Oʻzbekiston Milliy Universiteti 1-kurs Magistranti E-mail: [email protected] ABSTRACT Control and assessment of students’ learning activities are considered essential components of the modern educational process. This process makes it possible to determine the knowledge acquired by students, the skills they have developed, and the professional competencies they have formed, while also evaluating their level of development. The main function of control is to analyze the results identified during the educational process and to reveal the achievements as well as shortcomings of students. Assessment, in turn, is carried out on the basis of control results and serves to foster the intellectual potential of learners. At the same time, control and assessment contribute to the development of responsibility, discipline, and independent working skills among students. From a pedagogical perspective, fair, transparent, and differentiated assessment is a crucial factor in improving the quality of education. In the modern education system, methods such as rating, testing, electronic assessment, and monitoring are widely applied. These methods help to evaluate students’ knowledge in an objective and systematic manner. As a result, the effectiveness of the educational process increases and positively influences students’ future professional activities. Keywords: control, assessment, quality of education, pedagogical process, knowledge, skill, competence, rating system, monitoring. KIRISH (ВВЕДЕНИЕ / INTRODUCTION) Talabalarning o‘quv faoliyatini nazorat qilish va baholash ta’lim jarayonining ajralmas qismi hisoblanadi. Har bir ta’lim jarayoni ma’lum maqsad va natijaga qaratilgan bo‘lib, bu natijani aniq ko‘rsatib beruvchi vosita nazorat va baholashdir. Nazorat jarayonida talabalarning bilim, ko‘nikma va malakalari sinovdan o‘tkazilib, ularning qaysi darajada o‘zlashtirganliklari aniqlanadi. Baholash esa olingan natijalarni Educational Research in Universal Sciences ISSN: 2181-3515 VOLUME 4 | SPECIAL ISSUE 12 | 2025 https://t.me/Erus_uz Multidisciplinary Scientific Journal October, 2025 20 tahlil qilish, xolisona mezon asosida baho qo‘yish va shu orqali talabaning o‘z ustida ishlashiga turtki berish vazifasini bajaradi. Hozirgi kunda ta’lim tizimida nazorat va baholashning turli shakllari mavjud: og‘zaki savol-javob, yozma ishlanmalar, test sinovlari, amaliy mashg‘ulotlar, loyiha ishlari va elektron baholash tizimlari. Ushbu shakllar talabaning bilimini turli yo‘nalishlarda aniqlash imkonini beradi. Masalan, og‘zaki nazorat talabaning fikrlash tezligi va nutq madaniyatini rivojlantirsa, yozma ishlanmalar uning mantiqiy tafakkuri va mustaqil fikrlash qobiliyatini ko‘rsatadi. Testlar esa qisqa vaqt ichida ko‘p talabaning bilimini tekshirish imkonini beradi. Baholash jarayonining asosiy maqsadi talabaning bilimini faqatgina raqam bilan ifodalash emas, balki uni rag‘batlantirish, mustaqil izlanishga yo‘naltirish va o‘z bilimini yanada chuqurlashtirishga undashdir. Shu sababli baholash jarayonida adolat, shaffoflik va aniq mezonlarga amal qilish juda muhimdir. O‘qituvchi har bir talabaning individual qobiliyatini inobatga olib, bilimini baholashi ta’lim samaradorligini yanada oshiradi. Zamonaviy ta’lim tizimida nazorat va baholash usullari tobora takomillashib bormoqda. Elektron platformalar orqali avtomatik baholash, onlayn test tizimlari va reyting asosida baholash kabi usullar talabalarga qulaylik yaratmoqda. Bu esa ta’lim jarayonini yanada samarali, shaffof va natijador qiladi. Umuman olganda, talabalarning o‘quv faoliyatini nazorat qilish va baholash ta’lim jarayonining sifatini oshirish, talabalarni bilimli, faol va mustaqil shaxs sifatida shakllantirishda eng asosiy vositalardan biridir. Shu sababli ushbu mavzu ta’lim tizimida juda katta nazariy va amaliy ahamiyatga ega bo‘lib, uni chuqur o‘rganish dolzarb masala hisoblanadi. ADABIYOTLAR TAHLILI VA METODOLOGIYA (ЛИТЕРАТУРА И МЕТОДОЛОГИЯ / METHODS) Talabalarning o‘quv faoliyatini nazorat qilish va baholash masalasi ta’lim sohasida ko‘plab olimlar, metodistlar va pedagoglar tomonidan keng o‘rganilgan. Turli davrlarda yaratilgan ilmiy manbalar, darsliklar va maqolalarda baholashning nazariy asoslari, amaliy mexanizmlari hamda uning ta’lim jarayonidagi o‘rni batafsil yoritilgan. Pedagogika fanida nazorat va baholashning eng dastlabki shakllari an’anaviy og‘zaki va yozma usullar orqali amalga oshirilgan. Masalan, A. Avloniy, K. Usmonov kabi o‘zbek pedagog olimlari baholashning faqat natijani aniqlash emas, balki tarbiyaviy ahamiyatini ham alohida ta’kidlaganlar. Ularning fikricha, baholash jarayoni talabani faqatgina bilim darajasi bilan emas, balki uning intilishi, faol ishtiroki va mustaqil izlanishlari bilan ham o‘lchanishi kerak. Educational Research in Universal Sciences ISSN: 2181-3515 VOLUME 4 | SPECIAL ISSUE 12 | 2025 https://t.me/Erus_uz Multidisciplinary Scientific Journal October, 2025 21 Chet el pedagogikasida ham baholash muammosi keng tadqiq qilingan. Masalan, B. Blum (Bloom) taksonomiyasi ta’limda bilimni darajalarga ajratib baholash tizimini ishlab chiqqan. Bu nazariya bo‘yicha bilim olish jarayoni oddiy eslab qolishdan tortib, tahlil qilish, sintez qilish va ijodiy fikrlashgacha bo‘lgan bosqichlarni qamrab oladi. Keyinchalik ushbu model asosida test tizimlari va reyting baholash mexanizmlari keng joriy qilindi. So‘nggi yillarda o‘zbek olimlari ham baholash tizimini zamonaviy talablarga moslashtirish ustida tadqiqotlar olib bormoqdalar. Jumladan, O‘zbekiston Respublikasi Ta’lim vazirligi tomonidan ishlab chiqilgan davlat ta’lim standartlarida baholashning mezonlari aniq belgilangan bo‘lib, unda an’anaviy baholashdan tashqari reyting tizimi, kompetensiyaga asoslangan baholash usullari ham taklif qilingan. Bu tizim talabani faqat bilim emas, balki amaliy ko‘nikmalar, kommunikativ qobiliyat va ijodkorlik jihatidan ham baholash imkonini beradi. Elektron ta’lim va raqamli texnologiyalar rivojlanishi natijasida baholashning yangi shakllari — onlayn testlar, elektron jurnal va reyting tizimlari keng qo‘llanilmoqda. A. Abduqodirov, Sh. Toshpo‘latov kabi olimlar o‘z izlanishlarida elektron baholashning afzalliklari, xususan, shaffoflik, tezkorlik va ommaviylik jihatlariga e’tibor qaratganlar. Shu bilan birga, ayrim adabiyotlarda elektron baholashda insoniy omilning kamayishi, talabaning shaxsiy xususiyatlarini inobatga olmaslik kabi muammolar ham tilga olingan. Umuman olganda, adabiyotlarni tahlil qilish shuni ko‘rsatadiki, nazorat va baholashning samarali tizimini yaratish ta’lim sifatini oshirishning eng muhim omillaridan biridir. Turli manbalarda ilgari surilgan nazariy qarashlar va amaliy tavsiyalar bugungi kunda ham dolzarbligini saqlab qolmoqda. Demak, zamonaviy baholash tizimi an’anaviy usullarni ham, innovatsion yondashuvlarni ham uyg‘unlashtirgan holda amalga oshirilishi lozim. NATIJALAR (РЕЗУЛЬТАТЫ / RESULTS) Ushbu maqolada talabalarning o‘quv faoliyatini nazorat qilish va baholash jarayonini o‘rganish uchun kuzatuv, suhbat va test sinovlari asosiy metod sifatida qo‘llanildi. Dars jarayonida talabalar bilimini tekshirish uchun uch xil usuldan foydalanildi: 1. Og‘zaki nazorat – dars davomida berilgan savollar orqali talabaning mavzuni qay darajada tushunganini aniqlash. 2. Yozma ishlar – talabalarga qisqa topshiriqlar, masalalar va ochiq savollar berilib, ularning mantiqiy fikrlash va mustaqil yozish qobiliyati tekshirildi. Educational Research in Universal Sciences ISSN: 2181-3515 VOLUME 4 | SPECIAL ISSUE 12 | 2025 https://t.me/Erus_uz Multidisciplinary Scientific Journal October, 2025 22 3. Test sinovlari – qisqa vaqt ichida ko‘p sonli talabalar bilimini tezkor baholash imkonini berdi. Shuningdek, talabalar faoliyatini baholashda reyting tizimi qo‘llanildi. Reyting mezonlari uch asosiy ko‘rsatkichga tayandi: auditoriya mashg‘ulotlarida faollik, mustaqil ishlar sifati, yakuniy nazorat natijalari. Olingan natijalarni tahlil qilish uchun foiz hisoblari, taqqoslash usullari va grafik ko‘rinishlar qo‘llanildi. Metodikaning afzalligi shundaki, u talabaning faqat nazariy bilimlarini emas, balki amaliy ko‘nikma va mustaqil ishlash qobiliyatini ham ochib berdi. Tadqiqot davomida olingan natijalar shuni ko‘rsatdiki, nazorat va baholash usullari to‘g‘ri tanlansa, talabalar bilim darajasi va motivatsiyasi sezilarli darajada ortadi. Jumladan: Og‘zaki nazorat jarayonida talabalar mavzuni qay darajada anglaganini ko‘rsatdi, ammo ularning hammasi bir xil darajada faol bo‘lmadi. Faollik darajasi o‘rtacha 65% ni tashkil etdi. Yozma topshiriqlar talabalarning mantiqiy fikrlashi va masalalarni mustaqil yechish qobiliyatini yaxshilashga yordam berdi. O‘rtacha natija 72% bo‘ldi. Test sinovlari esa qisqa vaqt ichida ko‘plab talabalar bilimini aniqlash imkonini berdi. Bu usulda natijalar o‘rtacha 80% ga yetdi. 0% 20% 40% 60% 80% 100% Ta'limdagi nazorat jarayoninig o'zgarishi Educational Research in Universal Sciences ISSN: 2181-3515 VOLUME 4 | SPECIAL ISSUE 12 | 2025 https://t.me/Erus_uz Multidisciplinary Scientific Journal October, 2025 23 MUHOKAMA (ОБСУЖДЕНИЕ / DISCUSSION) Umuman olganda, reyting tizimi orqali yig‘ilgan umumiy baholash ko‘rsatkichlari 75% ni tashkil etdi. Bu shuni anglatadiki, nazoratning turli shakllarini uyg‘unlashtirish talabalarning bilimini yanada adolatli va samarali baholash imkonini beradi. Natijalardan ko‘rinib turibdiki, baholash jarayoni nafaqat bilim darajasini aniqlash, balki talabalarni o‘z ustida muntazam ishlashga undashda ham muhim ahamiyat kasb etadi. Eng muhim jihati shundaki, adolatli va shaffof baholash talabalarning motivatsiyasini oshiradi, ularni izlanishga va faol bo‘lishga chorlaydi. XULOSA (ЗАКЛЮЧЕНИЕ / CONCLUSION) Talabalarning o‘quv faoliyatini nazorat qilish va baholash ta’lim jarayonining ajralmas qismi bo‘lib, uning samaradorligi to‘g‘ridan-to‘g‘ri ta’lim sifatiga ta’sir ko‘rsatadi. Nazorat jarayoni talabaning bilim, ko‘nikma va malakalarini aniqlashga, baholash esa ularni rag‘batlantirish va yanada faol o‘qishga undashga xizmat qiladi. Tadqiqot shuni ko‘rsatdiki, baholashning og‘zaki, yozma, test va amaliy shakllarini uyg‘unlashtirish natijalarning adolatli va xolis bo‘lishini ta’minlaydi. Metodik yondashuvlar asosida olingan natijalar shuni isbotladiki, adolatli va shaffof baholash talabalar motivatsiyasini oshiradi, ularni mustaqil fikrlashga, izlanishga va bilimlarini yanada mustahkamlashga undaydi. Zamonaviy sharoitda esa an’anaviy usullarni innovatsion texnologiyalar bilan qo‘shib olib borish yanada yuqori samaradorlik beradi. 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