Intra-school Assessment Models in Azerbaijani and Foreign Experience
Balgız Musayeva
Abstract. School-based assessment in modern education is no longer limited to measuring student achievement; it also functions as an important pedagogical mechanism that guides the learning process and supports student development. In Azerbaijan, curriculum reforms have contributed to the formation of new approaches in this field and have expanded the use of formative and summative assessment models. As a result, students’ knowledge and skills are monitored in a more systematic and step-by-step manner. However, certain challenges still remain in some educational settings, such as the formal application of assessment and the dominance of grade-oriented practices. In international practice, particularly in education systems such as Finland, Singapore, and the United Kingdom, assessment is more development-oriented and student-centered. The focus is placed on the learning process rather than only the final result, with strong emphasis on qualitative feedback, self-assessment, and peer-assessment approaches. These differences show that although the overall purpose of assessment is similar across systems, the principles and methods of implementation vary significantly. Studying international experience creates important opportunities for further improving assessment practices in the local education system.
Keywords: school-based assessment, formative assessment, summative assessment, curriculum, education system, student achievement, competency-based education, assessment models