This article analyzes the system of assessing primary school students' knowledge in the context of an innovative educational environment as a pedagogical issue. Fundamental reforms in the field of education, the widespread introduction of information and communication technologies, and the implementation of learner-centered approaches have necessitated a fundamental renewal of the assessment process. The traditional assessment system, which focuses solely on outcomes and fails to consider students’ developmental dynamics and needs, has become a pressing issue that requires reconsideration based on innovative principles.
Marjona Shavkat qizi Sobirova (Sun,) studied this question.