THE MAIN PECULIARITIES OF EVALUATING STUDENT'S KNOWLEDGE AND SKILL THROUGH A CREDIT MODULE SYSTEM
Keywords:
Credit module system, Student evaluation, Knowledge assessment, Skill evaluation, Credit hours, Competency-based assessment, Higher education, Continuous evaluation, Learner-centered approach, Assessment challengesAbstract
This article explores the main peculiarities of evaluating students' knowledge and skills within the framework of a credit module system. The credit module system has gained prominence in higher education as it offers flexibility and a learner-centered approach. This article delves into the distinctive features of assessing student performance in this system, including the use of credit hours, continuous evaluation, and competency-based assessments. It also discusses the challenges and benefits associated with this approach, providing insights for educators, institutions, and policymakers seeking to enhance the effectiveness of student evaluation in modern higher education.
References
Eaton, J. S. (2009). Accreditation and the Recognition of Prior Learning: Policy and Practice in the United States and Europe. Council for Higher Education Accreditation.
European Higher Education Area. (2005). The Bologna Process 2020 - The European Higher Education Area in the new decade. Bologna Secretariat.
Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge.
Spady, W. G. (1970). Dropouts from higher education: Toward an empirical model. Interchange, 1(1), 38-62.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Mavluda Gulyamova, Aziza Abdusharipova
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All Rights Reserved.
