Тілдік пәндер бойынша ішкі және сыртқы бағалаудың бірыңғай мазмұнын іске асыру жолдары (мұғалімдердің даярлығы)

Abstract

The article discusses the issues of professional training of teachers of language subjects to the unified content of the internal and external assessment system in Kazakhstan. The importance of aligning assessment with learning objectives is highlighted, and the role of assessment literacy in improving the quality of language teaching is emphasized. The study includes theoretical analysis and empirical data collected among 650 teachers of language subjects in the Republic of Kazakhstan. The results show that, despite the high self-assessment of readiness for critical assessment, many teachers face difficulties in practice: lack of time, ambiguity of criteria and inconsistency of assessment tools. The article discusses the principles of integrating formative and summative assessment based on international approaches (CEFR, Cambridge Assessment), and also emphasizes the need to form a reflective and student-centered assessment culture. In conclusion, specific recommendations are presented: updating teacher training programs, methodological support, the introduction of digital tools and the creation of professional communities. Assessment is interpreted not as a means of recording achievements, but as a tool for developing meta-subject skills and individual educational trajectories.