CRITERION-BASED ASSESSMENT AND PRINCIPLES OF ASSESSING CRITICAL THINKING IN HIGHER EDUCATION IN UZBEKISTAN
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Abstract
This article explores the concept of criterion-based assessment and its application in assessing critical thinking skills in higher education in Uzbekistan. The importance of criteria-based assessment in promoting qualitative development in teaching and learning is discussed, along with the principles of assessing critical thinking. The article highlights the challenges and opportunities of implementing criteria-based assessment practices in Uzbekistan and provides recommendations for enhancing the assessment of critical thinking skills in higher education. This article aims to provide a comprehensive overview of criterion-based assessment and its role in assessing critical thinking in the context of higher education in Uzbekistan.
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