METHODOLOGICAL FOUNDATIONS OF USING PEDAGOGICAL ASSESSMENT RESULTS IN SHAPING EDUCATION POLICY: AN ANALYSIS OF THE EDUCATION SYSTEM OF THE REPUBLIC OF KAZAKHSTAN
DOI:
https://doi.org/10.63034/esr-672Keywords:
pedagogical assessment, education policy, quality of education, kazakhstan, inclusionAbstract
This article analyzes the methodological foundations of using pedagogical assessment results in shaping education policy within the education system of the Republic of Kazakhstan. The theoretical aspects of pedagogical assessment and its role in evaluating the quality of education and improving education policy are examined. The specific features of Kazakhstan’s education system are compared with international practices (PISA, TIMSS, Finland, Singapore), and recommendations are proposed to enhance the effectiveness of assessment. These include the integration of modern technologies and the development of teachers’ professional competencies.
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Copyright (c) 2026 Kanash Meruert Rinatqyzy
This work is licensed under a Creative Commons Attribution 4.0 International License.
