COMPARISON OF ASSESSMENT APPROACHES IN STEM EDUCATION: SINGAPORE AND UZBEKISTAN

Abstract

Assessment practices in STEM (Science, Technology, Engineering, and Mathematics) education play a critical role in shaping student learning, engagement, and skill development. This article compares the assessment approaches employed in Singapore and Uzbekistan, two countries with distinct educational systems and policies. Singapore’s STEM assessment emphasizes continuous, formative evaluation, problem-solving skills, and real-world application, reflecting its internationally recognized high educational standards. In contrast, Uzbekistan traditionally relies more on summative assessments, standardized testing, and theoretical knowledge, though recent reforms aim to integrate practical and competency-based evaluation methods. By analyzing these differing approaches, the article highlights the benefits and challenges of each system, emphasizing the need for assessment strategies that balance knowledge acquisition with critical thinking, creativity, and hands-on skills in STEM education. This comparison provides insights for policymakers, educators, and researchers seeking to enhance STEM learning outcomes globally.