ОБ СОВЕРШЕНСТВОВАНИИ МЕХАНИЗМА РАБОТЫ С МАЛОПОНИМАЕМЫМИ ЧИТАТЕЛЯМИ НА ОСНОВЕ ТЕКСТА И ЗАДАНИЙ, ИЗУЧЕННЫХ В ПРОГРАММАХ МЕЖДУНАРОДНОЙ ОЦЕНКИ

Аннотация

This article focuses on improving assignments used in conducting PISA international assessment program research and providing effective support to institutions and students participating in the program on work on assignment texts. Keyword: PISA international assessment, reading literacy, assignments, text, reader. ОБ СОВЕРШЕНСТВОВАНИИ МЕХАНИЗМА РАБОТЫ С МАЛОПОНИМАЕМЫМИ ЧИТАТЕЛЯМИ НА ОСНОВЕ ТЕКСТА И ЗАДАНИЙ, ИЗУЧЕННЫХ В ПРОГРАММАХ МЕЖДУНАРОДНОЙ ОЦЕНКИ Аннотация. Данная статья посвящена совершенствованию заданий, используемых при проведении исследований международной программы оценивания PISA, и оказанию эффективной поддержки учреждениям и студентам, участвующим в программе, по работе над текстами заданий. Ключевые слова: международная оценка PISA, читательская грамотность, задания, текст, читатель. The fact that in recent years, as a result of the reforms carried out in our country, the indicators of tremendous economic growth are achieved further increases the demand for qualified personnel and mature specialists in all areas. It is in itself that the education of students increases all-round attention. In a time when our country is rapidly developing on the path of innovative development, it is necessary to comprehensively support the creative ideas and creativity of the future young people, to form their knowledge, skills and qualifications, to improve the assessment system based on advanced foreign experiences, international criteria and requirements, to study international experiences along the way, to conduct a comprehensive comparative analysis of, it is important to work closely with research institutions. To this end, by the decree of the Cabinet of Ministers of the Republic of Uzbekistan “on measures to organize international research in the field of assessment of the quality of education in the public education system” dated December 8, 2018, No. 997, the National Center for the implementation of international research on the assessment of the quality of Education under the state inspection At the same time, the tasks of participation in international research on the assessment of the quality of education were established: PIRLS-assessment of the level of reading and understanding of the text of Elementary 4th graders; TIMSS-assessment of literacy of 4th and 8th grade students in natural-scientific subjects; TALIS-study of the environment of training and education and the working conditions of teachers in general secondary educational institutions of the leader and pedagogical personnel; PISA is an assessment of the literacy rate of 15-year-old students in reading, mathematics and Natural Sciences. 2 99 International scientific journal ISSN: 2181-3906 «MODERN SCIENCE АND RESEARCH» 2023 VOLUME 2 / ISSUE 5 / UIF:8.2 / MODERNSCIENCE.UZ EGRA and EGMA, on the other hand, give grades in elementary school reading and math skills. According to the results of the assessment, new training programs, teaching methods and approaches will be adapted for the good performance of the youth of Uzbekistan. Of particular importance in this place are the texts to be obtained for assignments in international assessment programs. Large volumes of texts are organized from the beginning of several lines and separated into larger parts, such as sections, chapters and books. Small-scale texts, on the other hand, can be tabular in form, composed of several tables. These two texts are classified into types such as static or active. Mixed and complex format texts, on the other hand, are static in most cases in the form of active text. Static-looking texts depict images and graphs, which are an integral part of them. In active texts, videos, animations and audio files can be found, which is an integral part of them. The use of video and animation in current evaluation programs is limited to some extent, due to the fact that they require additional conditions, while audio materials are not used at all. Currently, large-scale texts are widely used on the program scale. Examples of large-scale texts include newspaper news, essays, works, short stories, and letters. In large-scale texts, the structure of the text content is indicated using the title and content so that it is understandable to readers. The text also displays introductory words that represent sequence (order) (“first”, “second”, “third”, and so on), “therefore,” cause-and-effect relations between pieces of text such as “hence”, and a number of similar cues (e.g., from the sentence-end punctuation clause). PISA studies suggest that the complexity of assignments in reading literacy is not an obstacle to student learning, but a necessary resource for them to generate competencies and skills in problem solving. In recent years, there has been debate over whether assessment of students ' reading- comprehension skills based on memory, answering text-based questions after their introduction to the text, is more effective than tests conducted in direct research. It is clear