asuВестник Атырауского университета имени Халела ДосмухамедоваBulletin of the Khalel Dosmukhamedov Atyrau University2077-01972790-332XАтырауский университет имени Халела Досмухамедоваasu-11Research ArticleПЕДАГОГИКА И ПСИХОЛОГИЯPEDAGOGY AND PSYCHOLOGYLEARNING ASSESSMENT TYPESАбдрахмановаН. В.noemail@neicon.ruАтырауский университет им.Х.ДосмухамедоваКазахстан2018190220214814751Copyright © Абдрахманова Н.В., 20212021Абдрахманова Н.В.Абдрахманова Н.В.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://asu.ejournal.kz/jour/article/view/11

In this article the literature of classroom different assessment is reviewed. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.

assessmentlevels of achievementlearning outcomesself-assessmentmethodsapproachesreflective practitionersproblem-solving skillsReferencesAngelo T. A., Cross K. P. 2nd ed. Jossey-Bass; San Francisco: 2003. Classroom Assessment Techniques: A Handbook for Teachers.Angelo T. A., Cross K. P. 2nd ed. Jossey-Bass; San Francisco: 2003. Classroom Assessment Techniques: A Handbook for Teachers.Assessment Reform Group 2002, Assessment for Learning: 10 principles research based principles to guide classroom practice, UKAssessment Reform Group 2002, Assessment for Learning: 10 principles research based principles to guide classroom practice, UKHealey, M Reflections on engaging students in the process and product of strategy development for learning, teaching, and assessment: 2011Healey, M Reflections on engaging students in the process and product of strategy development for learning, teaching, and assessment: 2011Topping , Classroom Assessment 1998, 250Topping , Classroom Assessment 1998, 250Hanrahan and Isaacs Peer assessement, 2001Hanrahan and Isaacs Peer assessement, 2001Zimmerman & Schunk, Self -assessement, 2001Zimmerman & Schunk, Self -assessement, 2001

The authors declare that there are no conflicts of interest present.