https://un-pub.eu/ojs/index.php/cerj <p><strong>Contemporary Educational Researches Journal (CERJ)</strong> is an international peer-refereed journal that promotes the researches in the field of contemporary and innovative education practices and research involving educational administration, assessments and evaluations, guidance and counseling in schools, educational technology, curriculum, learning environments, social and psychological issues of education, subject areas of teaching and learning, special education and teaching and learning approaches and theories.</p> <p><strong>Basic Rules</strong></p> <p>1) The Contac author must be one of the <strong>article authors</strong>. Other than the authors, no one else can submit the article. <strong>It is immediately rejected</strong>.</p> <p>2) Make sure that issues about publication ethics, copyright, authorship, figure formats, data, and references format have been appropriately considered.</p> <p>3) Ensure that all authors have approved the content of the submitted manuscript. Once a manuscript has been submitted, no author changes, additions or reductions can be made. In that case, the manuscript will be <strong>rejected at any stage</strong>.</p> <p>4) An author can publish a maximum of two articles per year.</p> <p>5) Manuscripts submitted to CERJ Journal should neither been published before nor be under consideration for publication in another journal or conference.</p> <p>6) An article can have a maximum of six (6) authors.</p> <p align="justify">No article submission, processing or publication charge is required. All accepted manuscripts will be published free of cost.</p> <p align="justify"><em>The journal is under the review of Scopus and Web of Science. If the journal is accepted to be indexed, your article will also be included in these indexes.</em></p> BIRLESIK DUNYA YENILIK ARASTIRMA VE YAYINCILIK MERKEZI en-US Contemporary Educational Researches Journal 2301-2552 <p>Authors who publish with this journal agree to the following terms:<br><br></p> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a>&nbsp;that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See&nbsp;<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li> </ol> https://un-pub.eu/ojs/index.php/cerj/article/view/9541 <p>The changes in the contemporary world require teachers to develop new teaching approaches. These requirements can only be met with improvement in teachers’ professional training and assessment activities. Assessment activities are a key aspect of professional competence in the education process. Teachers and their students from the first gymnasium in Petropavlovsk participated in the study. The study employed a mixed-method approach over three years. The study aimed to answer seven research questions grounded in the literature by developing a training program and experimentally testing it among teachers. At the onset of the program, all teachers were at the critical (lowest) level for the formation of assessment activities. With consistent training and support, the teacher’s level of formation improved significantly, even to the optimal (highest) level. The study revealed four components of evaluation: motivational; informative; technological; and reflexive. These components were embedded in various criteria, indicators, and research methods. The study also revealed the questions commonly asked by teachers during the assessment and when engaged in student participation. This is the only study that has simultaneously examined teacher competence, interdisciplinary assessment methods, teacher development, and student cognition. The theoretical and practical implications of the study are discussed.</p> <p><strong><em>Keywords</em></strong><em>: </em>Assessment &nbsp;activity; assessment evaluation; pedagogical activity; teachers</p> Khurshidam Massimova Tursunbek Baimoldaev Gulzhaukhar Kurebayeva Tulebike Kulgildinova Assel Chaklikova Copyright (c) 2024 Contemporary Educational Researches Journal https://creativecommons.org/licenses/by-nc-nd/4.0 2024-11-25 2024-11-25 14 4 168 182 10.18844/cerj.v14i4.9541