DEVELOPMENT OF STUDENTS' FUNCTIONAL LITERACY WITHIN THE FRAMEWORK OF INTERNATIONAL ASSESSMENT SYSTEMS (PISA, TIMSS).

Authors

  • Otabek Boymirzayev University of Business and Science 2nd stage master's student of pedagogy and psychology

Keywords:

PISA, TIMSS, functional literacy, international assessment, education system, competence, student achievement

Abstract

This article is devoted to the development of students' functional literacy within the framework of international assessment systems (PISA and TIMSS). Functional literacy refers to the development of skills such as problem solving, analysis, and reasoning in accordance with the requirements of modern society. In this article, analytical and statistical methods were used to study the content of PISA and TIMSS assessment systems and their impact on the literacy level of students.

References

1. Karimov, M., & Usmanov, A. (2020). International education systems in Uzbekistan. Journal of education and scientific research.

2. Melikhova, T., & Ivanov, Y. (2019). PISA and TIMSS assessment systems in Russia and their importance. Journal of International Educational Research.

3. Johnson, D., & Fraser, A. (2018). Comparative analysis of international assessment programs. Journal of Educational Assessment.

4. OECD. (2018). PISA 2018 Results. OECD Publishing.

5. IEA. (2019). TIMSS 2019 International Results in Mathematics and Science.

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Published

2024-11-17

Issue

Vol. 1 No. 10 (2024): INTERNATIONAL CONFERENCE ON ADVANCE SCIENCE AND TECHNOLOGY

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

DEVELOPMENT OF STUDENTS’ FUNCTIONAL LITERACY WITHIN THE FRAMEWORK OF INTERNATIONAL ASSESSMENT SYSTEMS (PISA, TIMSS). (2024). INTERNATIONAL CONFERENCE ON ADVANCE SCIENCE AND TECHNOLOGY, 1(10), 74-77. https://universalconference.us/universalconference/index.php/icast/article/view/3090