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At present, there are many scales of knowledge assessment in the world. In some scales it is 
customary to use the digital notation of digits, and fractional estimates are allowed, other schools 
(for example, in the USA) traditionally deal with letter designations. The American scale also has a 
numerical interpretation, in which the higher scores A and A + correspond to 5 points. The letters, by the 
way, are still abbreviations and have their own percentage (applies to the rating evaluation system and 
to maintain the rank / class of the student and not only). In Kazakhstan, the term "criterial evaluation" 
was adopted in secondary schools.
The term " criterial assessment " was first used in 1963 by the American educational psychologist 
Robert Glazer, who made a significant contribution to the theory of teaching. According to Glazer, 
the concept of measuring achievements is based on the concept of a continuous process of acquiring 
knowledge: from a complete lack of knowledge to ideal results. Glaser characterizes criterial evaluation 
as a process that facilitates the definition of a set of typical behavioral models and the correspondence 
between the achieved and potential levels of student learning achievements. This means that the activity 
of the student is evaluated through a fixed set of pre-defined criteria. The term "criterion", used in this 
case, does not necessarily refer to the final activity. Evaluation criteria can be established at any stage 
of the training, when it is necessary to obtain information about the results of the student. According to 
Glazer, an evaluation of the criterial standards provides clear information about what the student can or 
cannot do, i.e. the level of competence of each student, excluding the comparison and dependence on 
the achievements of other students. The system of criterial evaluation of students' learning achievements 
is based on the fact that teaching; learning and assessment are interrelated and provide a unified 
approach to the organization of the learning process [3]. This involves theoretical substantiation and the 
establishment of the relationship between all elements of assessment (learning objectives, types, tools 
and evaluation results). Key ideas of methodology allow us to note the following characteristics of the 
system of criterial assessment:
• is based on the unity of learning and assessment;
• aims to form a holistic approach to ensuring progress in learning and tracking the student's progress;
• ensures the implementation of training objectives and the collection of evidence of obtaining 
knowledge, developing skills in accordance with training programs;
• includes a variety of ways and forms of evaluation based on the content of the curriculum for each 
class.
The system of criterial assessment is aimed at achieving high quality assessment procedures, their 
compliance with international standards and the learning needs of each student. The evaluation came 
from the Latin word "assessio", which means "sit with". When assessing, the teacher "sits" with the 
student, conducts it with him and for him, and not just applies the procedure to the student. Therefore, 
the key priorities of the system of criterial evaluation are the development of the student, increasing 
his interest and motivation for learning, relieving anxiety and fear of evaluation through understanding 
and involvement in evaluation procedures. This can be achieved if we establish clear and measurable 
evaluation criteria that are understandable to every student and his parents. With the help of well-defined 
evaluation criteria, the teacher and student will understand:
• at what stage of the learning is the student?
• where does he aspire in his training?
• what needs to be done to help him achieve the expected learning outcomes?
The purpose of the criterial evaluation is to obtain objective information about the results of 
student learning based on evaluation criteria and to provide it to all interested participants for further 
improvement of the educational process [4].
Tasks of criterial assessment:
1) the functioning of an objective and transparent assessment system that contributes to improving 
the quality of educational services;
2) the formation of unified and qualitative assessment mechanisms that are consistent with 
international approaches and standards;
3) increase the competence of teachers in evaluation activities;
4) creation of conditions for inculcating self-study skills and increasing the responsibility of students 
for their education;

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5) improving the work with poorly performing students;
6) creating a bank of sample assignments that allow personalizing and automating the assessment 
of students' achievements in the expected results, including high-level skills (analysis, synthesis, 
evaluation);
7) providing objective, continuous and reliable information: to students about the quality of their 
education, to teachers about the progress of students, parents about the level of achievement of results in 
training, to the management bodies on the quality of the educational services provided;
8) use of the electronic journal to optimize the processes of collecting and providing information;
9) application of monitoring of mastering the curriculum in the context of topics and sections at the 
level of each student, a separate school, all schools of the district, region and at the country level;
10) conducting research and analysis to improve standards, curricula and effective management 
decisions.
Criterial evaluation will provide objective information about the results of student learning. It is 
aimed at motivating students and regular assistance in the learning process with a view to their progress 
[5]. The development of differentiated criteria and standards for evaluation, mechanisms for ensuring 
reliability, validity, objectivity and transparency enhances the quality of evaluation procedures, ensures 
compliance with international standards and the learning needs of each student. The new system of 
criterial evaluation has integrated the best Kazakhstani and international experience and will allow real 
advantages in improving the quality of education. In particular, correctly placed priorities and a clear 
methodology of the system of criterial assessment will allow:
• to achieve an objective and reliable assessment of students' learning achievements;
• to form successive mechanisms for the implementation of the assessment system, aimed at 
integrating and improving the teaching, learning and evaluation;
• develop assessment tools, including checking the levels of formation of high-level skills;
• positively influence the personal development of students (increasing motivation for learning, self-
regulation, responsibility, involvement) by tracking the individual trajectory of learning;
• provide an informational basis for the adoption of effective management decisions (policy 
effectiveness, improvement of educational curricula, teacher training, etc.).
Thus, the conceptual basis of the system of criterial assessment involves taking into account the 
characteristics of the development of cognitive, affective and social spheres of the student's personality 
in the process of education and evaluation.

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