KIRISH: maqolada summativ baholashning ta’lim jarayonidagi o‘rni, asosiy vazifalari va didaktik xususiyatlari tahlil qilinadi. Uning o‘quv natijalarini qayd etish, ta’lim standartlari bilan solishtirish, o‘zlashtirish darajasini aniqlash hamda keyingi pedagogik qarorlar uchun daliliy asos yaratishdagi ahamiyati yoritiladi. Summativ baholash faqat yakuniy baho chiqarish vositasi emas, balki ta’lim sifati, o‘qitish mazmuni va kompetensiyaviy natijalar o‘rtasidagi bog‘liqlikni ko‘rsatadigan pedagogik mexanizm sifatida talqin qilinadi. MAQSAD: summativ baholashning ta’lim jarayonidagi funksional o‘rnini ochib berish, uning vazifalari va o‘ziga xos belgilarini pedagogik nuqtai nazardan asoslash, shuningdek uni kritik fikrlash kompetensiyasini aniqlash hamda rivojlantirish bilan bog‘liq metodik imkoniyatlarini yoritish. MATERIALLAR VA METODLAR: tadqiqotda tahliliy-sintetik yondashuv, qiyosiypedagogik tahlil, me’yoriy-huquqiy hujjatlarni sharhlash, ilmiy manbalarni konseptual umumlashtirish va baholashga doir xalqaro hamda milliy yondashuvlarni solishtirish usullaridan foydalanildi. Manba bazasini baholash nazariyasiga oid ilmiy tadqiqotlar, xalqaro tashkilotlar tavsiyalari va mezonlarga asoslangan baholash amaliyoti haqidagi materiallar tashkil etdi. MUHOKAMA VA NATIJALAR: tahlil natijasida summativ baholashning diagnostik, hisobdorlik, monitoring, saralash, sertifikatlash va boshqaruv funksiyalari aniqlashtirildi. Uning mezoniylik, shaffoflik, validlik, ishonchlilik, standartlashtirish va natijaning rasmiy ahamiyatga egaligi kabi xususiyatlari ta’lim sifati uchun tayanch omil ekani asoslandi. Shuningdek, summativ baholash topshiriqlarini reproduktiv savollar bilan cheklamasdan, tahlil, taqqoslash, dalillash, xulosa chiqarish va muammoli vaziyatni yechishga yo‘naltirish kritik fikrlash kompetensiyasini aniqlashda samarali ekani ko‘rsatildi. XULOSA: summativ baholash ta’lim jarayonining yakunlovchi bosqichida natijani qayd etuvchi vosita bo‘lish bilan birga, o‘qitish mazmuni va natijasini muvofiqlashtiradigan strategik pedagogik mexanizm hisoblanadi. Uni aniq mezonlar, mazmunan boy topshiriqlar va shaffof baholash tartibi asosida tashkil etish o‘quvchi yutuqlarini adolatli aniqlashga, ta’lim sifati monitoringini kuchaytirishga hamda kritik fikrlashga yo‘naltirilgan topshiriqlar ulushini oshirishga xizmat qiladi.
INTRODUCTION: the article analyzes the role of summative assessment in the educational process, its main functions, and its specific didactic features. Particular attention is given to its significance in recording learning outcomes, comparing them with educational standards, determining the level of mastery, and providing an evidencebased foundation for further pedagogical decisions. Summative assessment is interpreted not merely as a tool for assigning final grades, but as a pedagogical mechanism that reveals the relationship between educational quality, instructional content, and competency-based outcomes. OBJECTIVE: to clarify the functional role of summative assessment in the educational process, substantiate its tasks and distinctive features from a pedagogical perspective, and highlight its methodological potential for identifying and developing critical thinking competencies. MATERIALS AND METHODS: the study employed an analytical-synthetic approach, comparative pedagogical analysis, interpretation of regulatory documents, conceptual generalization of scientific sources, and comparison of international and national approaches to assessment. The source base included scholarly works on assessment theory, recommendations of international organizations, and materials related to criterion-based assessment practices. DISCUSSION AND RESULTS: the analysis made it possible to specify the diagnostic, accountability, monitoring, selective, certification, and managerial functions of summative assessment. It was substantiated that such features as criterion-referenced structure, transparency, validity, reliability, standardization, and the formal significance of results serve as key factors in ensuring educational quality. It was also shown that summative assessment becomes more effective in identifying critical thinking competencies when tasks are not limited to reproductive questions, but are designed to promote analysis, comparison, argumentation, inference, and problem solving. CONCLUSION: summative assessment, while serving as a tool for recording results at the final stage of the educational process, also functions as a strategic pedagogical mechanism that aligns instructional content with learning outcomes. When organized on the basis of clear criteria, meaningful tasks, and transparent procedures, it contributes to fair evaluation of student achievement, strengthens educational quality monitoring, and increases the proportion of tasks aimed at critical thinking.
ResearcherUz