Abstract
This article presents the results of action research aimed at developing 12th-grade students' skills in analysis and the formulation of conclusions through algorithm construction while solving practice-oriented tasks.The research, conducted in collaboration with Nazarbayev Intellectual Schools, aimed to address challenges identified among high school students.The goal was to enhance students’ logical, analytical, and systematic thinking using algorithmic methods in problem-solving.The objectives of the research included the development and differentiation of tasks, selection of effective teaching strategies, algorithm construction, organizing collaborative analysis, creating assessment criteria and scoring rubrics, and fostering peer-assessment skills. In the course of the research, previous action research experiences and educational quality monitoring data were considered.Methods such as surveys, identification of individual student characteristics, differentiated instruction, and organization of work in a collaborative environment were employed. As a result of the research, students were able to correctly understand the content of the tasks and construct algorithms; they applied the constructed algorithms when completing the tasks; systematically described solution methods; developed skills in creating scoring rubrics; used those rubrics appropriately during assessment. These skills contributed to improving the quality of written work, helped students express their thoughts clearly and coherently, and supported the development of analytical and reasoning skills.