Individualized Assessment Practices in Secondary Education: The Experience of Finland And Their Implementation in Uzbekistan

Abstract

This article analyzes individualized student assessment in the educational systems of Finland and Uzbekistan. The study examines formative assessment, descriptive feedback, and student-centered approaches in Finnish schools, as well as current educational reforms in Uzbekistan. Furthermore, the article explores the possibilities of adapting Finnish assessment practices to Uzbek schools. The research shows that individualized assessment improves educational quality, student motivation, and independent learning skills.

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DOI

10.55640/eijp-06-05-57

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