Individualized Assessment Practices in Secondary Education: The Experience of Finland And Their Implementation in Uzbekistan
DOI:
https://doi.org/10.55640/eijp-06-05-57Keywords:
Individualized assessment, formative assessment, FinlandAbstract
This article analyzes individualized student assessment in the educational systems of Finland and Uzbekistan. The study examines formative assessment, descriptive feedback, and student-centered approaches in Finnish schools, as well as current educational reforms in Uzbekistan. Furthermore, the article explores the possibilities of adapting Finnish assessment practices to Uzbek schools. The research shows that individualized assessment improves educational quality, student motivation, and independent learning skills.
References
Presidential Decree of the Republic of Uzbekistan No. UP-134. (2022). On Approval of the National Program for the Development of School Education in 2022–2026.
Black, P., & Wiliam, D. (2003). Assessment and classroom learning. Education, 20, 123-133.
Damşa, C., Rajala, A., Ritella, G., & Brouwer, J. (Eds.). (2024). Re-theorising learning and research methods in learning research. London, UK:: Routledge.
Mirzabayeva, G. S., & Saidahmedovna, G. M. (2025). UMUMTA’LIM MUASSASALARIDA TA’LIM SIFATINI BOSHQARISH VA BAHOLASH MEXANIZMLARI. ОБРАЗОВАНИЕ И НАУКА В XXI ВЕКЕ, (66-1 (том 2)).
Opetushallitus. (2016). National core curriculum for basic education 2014. Helsinki, Finland: Finnish Board of Education.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Xudaybergenova Zuxra Isakovna
This work is licensed under a Creative Commons Attribution 4.0 International License.
Individual articles are published Open Access under the Creative Commons Licence: CC-BY 4.0.
