PROSPECTS OF USING THE EXPERIENCE OF JAPANESE WOMEN SCIENTISTS IN ASSESSING THE QUALITY OF EDUCATION
DOI:
https://doi.org/10.47390/ydif-y2026v2i15/n16Keywords:
quality of education, assessment, Japan, female teacher-scientists, internal quality assurance, external quality assurance, Lesson Study, performance assessment, portfolio, rubric, formative assessment, pedagogical reflection, adaptation.Abstract
This thesis analyzes the prospects for applying scientific and practical approaches to assessing the quality of education developed by female pedagogues-scientists in Japan in the conditions of the higher education system of Uzbekistan from a comparative and pedagogical perspective. The study prioritizes the interpretation of the quality of education not only as a means of control and recording the final result, but also as an integrative mechanism that connects learning outcomes, the teaching process, teacher professional development, internal quality assurance and institutional reflection. Ayaka Noda's internal and external quality assurance, Yoshimi Okumura's approach to integrating school self-evaluation, lesson research, and curriculum management, Kanae Nishioka's authentic and performance assessment, and Kanako Kusanagi and Kiyomi Akita's views on strengthening pedagogical reflection and collaborative expertise through Lesson Study were conceptually summarized. As a result, an adaptive mechanism for higher education in Uzbekistan based on the "result-process-reflection-improvement" cycle, combining formative assessment, portfolio, rubric, peer observation, student feedback, and internal quality monitoring, was proposed. It was argued that the implementation of this approach serves to develop a culture of transparency of assessment, academic accountability, evidence-based pedagogical decision-making, and continuous improvement of the quality of education.
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