PERSPECTIVES, RISKS, AND FACTOR ANALYSIS OF CRITERION-BASED ASSESSMENT IN KAZAKHSTAN

Abstract

This study examines teachers' perceptions of criteria-based assessment (CB) using cluster analysis, which revealed four groups: optimists, conformists, relativists and skeptics. Each group demonstrates different attitudes towards the opportunities, risks and risk factors of CB. Optimists (23.4%) highly value the benefits of CB, but tend to underestimate its risks. Conformists (36.1%) adapt to established standards and perceive CB neutrally. Relativists (20.9%) critically evaluate both the strengths and weaknesses of CB. Skeptics (19.6%) recognize the potential of CB, but are extremely sensitive to its risks. The study reveals differences in the level of digital competence, professional experience and school environment among these groups, emphasizing the need for continuous professional development.

The results show that criteria-based assessment promotes self-esteem and student engagement, but there are challenges such as outdated teacher knowledge, technology gap between urban and rural schools, and parental involvement in the educational process. The study suggests improving teacher training, expanding opportunities for knowledge sharing, and providing technology support for the effective implementation of CR.