INTERNATIONAL EXPERIENCES OF IDENTIFICATION AND CLASSIFICATION OF STUDENTS' ABILITIES

Abstract

This article systematically analyzes international practices in identifying and classifying students' abilities. The approaches studied include standardized tests, competency-based approaches, multi-method identification, dynamic assessment, and practical mechanisms in other countries. The article shows the advantages and limitations of each approach and provides recommendations for implementing a fair, reliable, and culturally appropriate identification system in the Uzbek education system.