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Abstract

The educational landscape in Kazakhstan underwent a significant transformation in 2016 with the adoption of an updated assessment system. This change gained further significance in the wake of the COVID-19 pandemic, prompting the government to introduce a graded system of assessment for learning to engage and motivate students in the context of online education. The utilization of this system has persisted beyond the pandemic, with teachers employing an online platform, Kundelik.kz, to assign grades to students. This paper aims to delve into the present state of formative assessment in Kazakhstani classrooms, shedding light on the challenges faced by teachers during the implementation of this pedagogical approach.

To collect data for the study, the research closely observed classroom and teacher assessment processes. It sought to understand teacher perceptions of formative assessment, the difficulties encountered during its implementation, the training provided on this approach, and the changes in assessment practices. Teachers now use Kundelik.kz to assign grades ranging from 1 to 10, introducing a departure from the traditional grading system. This shift has resulted in potential confusion among students and parents, indicating a need for improved communication and clarification regarding the new grading methodology to ensure widespread comprehension and acceptance.

To guide the data analysis, the study proposes research questions such as improving assessment practices in secondary school English as a Foreign Language (EFL) classrooms and enhancing teacher education programs to better prepare future EFL teachers for effective assessment practices. The suggested research methodology advocates for a mixed-methods approach, combining qualitative methods like interviews and classroom observations with quantitative data obtained through surveys. This comprehensive strategy aims to provide a nuanced understanding of assessment for learning practices in secondary school EFL classrooms, recognizing the multifaceted nature of the educational landscape.

The study acknowledges the challenges teachers face in implementing assessment for learning practices, emphasizing that this approach aims to use assessment as a tool for improving student learning rather than merely measuring learning outcomes.

Further research is recommended to deepen our understanding of the impact of assessment for learning practices on EFL students and to identify effective strategies for implementing these practices in diverse classroom settings. In summary, the study provides valuable insights into the current state of formative assessment in Kazakhstan and the challenges faced by teachers. These findings can serve as a foundation for shaping future policies and practices to support the effective implementation of this approach in classrooms nationwide.

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Purpose – This study examines the factors influencing educational aspirations among adolescents in secondary and high schools across Kazakhstan, Kyrgyzstan, and Tajikistan, with a focus on their aspirations for higher and postgraduate education. Through an analysis of a sample comprising 1360 students from grades 7 to 11, the research explores the likelihood of these students pursuing tertiary education.

Design/methodology/approach - The ordered logit regression models were used to analyze the impact of variables related to family background, including parents’ education, family support and SES, and school grade, utilizing. Additionally, the Exploratory Factor Analysis was utilized to distill a smaller set of underlying factors or constructs from the measured variables.

Findings - The findings reveal that the educational level of mothers notably impacts the educational aspirations of their children in the Central Asian region. The study observes that as educational opportunities for mothers increase, the correlation between fathers and their children in terms of educational attainment weakens, whereas the correlation with mothers strengthens. Our research indicates that the educational bond between mother and child is becoming increasingly pronounced, particularly within the context of patriarchal family structures prevalent in Kyrgyzstan and Central Asia as a whole. Concurrently, the influence of the father's educational background appears to be diminishing. This trend is consistent with the concept of educational hypogamy, wherein mothers possess higher educational levels than fathers, a phenomenon that is gaining prominence in contemporary family dynamics.

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This article reveals the history of the process of teaching English to visually impaired schoolchildren in Uzbekistan and its impact on children's social integration. It features interviews with English language teachers from schools for students with visual disabilities. English language teachers in Bukhara and Fergana region are taken as respondents. The problems of the period from the beginning of English language teaching to this category of students in Uzbekistan until now and their impact on the social integration of children are analyzed. The problems are divided into such types as psychological, pedagogic, problems related to literature, problems related to writing and reading. Especially in Uzbekistan, special attention is paid to the issue of creating and distributing literature aimed at teaching English to students with visual disabilities. Also, preparing additional materials (dictionaries, textbooks, photos, maps) and attention is also paid to the complexities associated with printing them on braille printers, in addition to textbooks and educational literature, intended for teaching students with visual disabilities. In addition, the possibilities of using information technology in teaching English to schoolchildren with visual disabilities are also considered in the interview questions. In particular, in the use of educational materials in electronic format, attention will be paid to questions aimed at determining the possibilities of Jaws and NVIDIA for personal computers, and Talkback, Voice over, Jishua, Screenreader for mobile phones. This interview questions explores the issues of creating inclusive opportunities for visually impaired students to learn English by creating a barrier-free environment. In the process of this analysis, the few existing braille non-textbook supplementary literatures are also considered. In addition, the need for special teflo educational visual teaching aids required for teaching students with visual disabilities and their current level of provision are also studied. Through the analysis of these problems, an attempt is made to determine the reasons why students with visual disabilities do not get high marks in the tests of assessment systems aimed at determining the level of language knowledge, and at the stage of higher education, they are not able to actively participate in international academic mobility.