Педагогик акмеология Ҷилди 7 № 36 (2026)
ASSESSMENT CRITERIA AND A DIAGNOSTIC MODEL OF REFLECTIVE COMPETENCE IN BIOLOGY STUDENTS: THE CASE OF HUMAN AND ANIMAL PHYSIOLOGY
Odilova, Mahfuza
Аннотатсия
The article addresses the comprehensive assessment of reflective competence inbiology students during Human and Animal Physiology instruction. The motivational-goal,114 cognitive-analytical, operational-activity, communicative-evidential and reflective-correctivecriteria, their observable indicators, and reproductive, inquiry-based and reflectivetransformative developmental levels are specified. A multi-source diagnostic complex combininga conceptual test, concept map, laboratory rubric, reflective journal, e-portfolio andmicroteaching is proposed. Requirements for validity, reliability, inter-rater agreement, academicintegrity, monitoring and statistical analysis are substantiated. The model assesses not onlysubject knowledge, but also the ability to analyse evidence, regulate learning strategies, reviseproducts and transfer knowledge to professional situations.
рефлексивная компетентностькритерий оцениваниядиагностическая модельreflective competenceassessment criteriondiagnostic modelrefleksiv kompetensiyabaholash mezonidiagnostik model
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