Umumta’lim maktablarida tashqi monitoring jarayonini xalqaro tadqiqotlar talablari asosida takomillashtirish

Ushbu maqolada umumta’lim maktablarida tashqi monitoringni xalqaro tadqiqotlar talablari, xususan PISA yondashuvi asosida takomillashtirishning tashkiliy-metodik jihatlari yoritildi. Tadqiqotda normativ-huquqiy hujjatlar va xalqaro baholash metodologiyalari qiyosiy tahlil qilindi hamda O‘zbekiston bo‘yicha TALIS 2024 va PISA 2022 ma’lumotlarining tizimli ikkilamchi tahlili (secondary data analysis) amalga oshirildi[1]. Natijalar baholash siyosatini belgilashda maktab darajasidagi subyektlar vakolati yuqoriligini, shu bilan birga shaffoflik va taqqoslanuvchanlikni ta’minlash uchun mustaqil tashqi monitoring mexanizmlari zarurligini ko‘rsatadi. PISA texnik talablari (tanlanma, standartlashtirilgan protseduralar, o‘lchov ishonchliligi) asosida monitoring sikli konseptual modeli taklif etildi. Amaliy tavsiyalar baholash siyosati, ma’lumotlar sifati, hisobot va “qayta aloqa (feedback)”ni boshqaruv qarorlariga integratsiya qilish yo‘nalishlarini qamrab oladi.

This article explores organisational and methodological foundations for improving external monitoring in general education schools based on international assessment requirements, with a particular focus on PISA-aligned approaches. The study combines comparative analysis of key international frameworks with secondary analysis of Uzbekistan-related TALIS 2024 evidence. Findings suggest that substantial decision-making authority over assessment policy is concentrated at the school level, which increases the need for independent external monitoring to ensure transparency, fairness, and cross-school comparability. A conceptual monitoring cycle aligned with PISA technical requirements (sampling standards, standardised administration, measurement validity and reliability) is proposed. Practical recommendations target data quality governance, reporting, and systematic integration of monitoring feedback into school improvement and policy decisions.