Abstract
The introduction of a new system for assessing the educational results of Kazakhstani schoolchildren provides teachers with new opportunities to improve the educational process. However, despite the advantages of the criteria-based assessment system, there are many risks of ill-considered and formal implementation of assessment reforms in educational practice, as evidenced by international experience in educational assessment research. The results of the questionnaire survey of school teachers presented in the article confirmed the manifestation of the problems and risks associated with the use of criteria-based assessment in schools in Kazakhstan and actualized the need to find an optimal model for assessing the educational achievements ofschoolchildren, reasonably combining the advantages of summative and formative assessments, taking into account the peculiarities of a particular school discipline (in our case, mathematics), the implementation of which would ensure the implementation of the principles of effective assessment. The development and theoretical substantiation of a model for assessing the educational results of schoolchildren in teaching mathematics that meets the specified requirements is the purpose of this study. In the author’s model presented in the article, in addition to the principles of effective assessment, conceptual provisions are implemented that: define formative assessment as a central part of the learning process; indicate the importance of integrating summative and formative assessment practices as a factor in increasing the effectiveness of educational assessment; actualize the application of the tiered approach in the development and assessment of assignments not only in formative but also in summative assessment practices as a means of increasing the reliability of assessment and preventing estimated inflation. The scientific and practical significance of the study lies in the fact that its materials (the results of the questionnaire, the assessment model, and comments on it) are directly aimed at improving the theory and practice of educational assessment in the system of school mathematics teaching