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Relevance. Every day, the number of innovations and discoveries is increasing exponentially. At the same time, the current education system is not fully adapted to the realities of the requirements for candidates in the labor market, which is why higher education institutions are not able to produce highly qualified specialists. This paper highlights the shortcomings of the approach to the study of inorganic chemistry by students of higher educational institutions, the main of which are the lack of skills to make decisions, as well as to work with massive amounts of information. Purpose. The purpose of this paper is to modernize the educational process and the knowledge assessment system for students who study inorganic chemistry. Ways to modernize the current knowledge monitoring system were implemented by creating test tasks with a gradual increase in complexity, the so-called �three-dimensional model� of learning. Methodology. As subjects for studying the practical application of this approach, 24 students were selected, 12 people each in the experimental and control groups. The experiment took place as part of the study of the course of inorganic chemistry, which comprised 10 topics. Results. Progress in this discipline was higher among students whose training took place according to the three-dimensional system. At the same time, a holistic concept of knowledge assessment was selected, which maximally excluded any bias on the part of the assessor. Conclusions. Such reforms will help the state to train more specialists who will be able to compete with experts from all over the world, in particular engineers and technologists. All this testifies not only to the expediency of using a combination of these methods for teaching students of the Republic of Kazakhstan, but also to the need for further reform of outdated educational programs not only at the level of one higher educational institution, but also on a global scale. Keywords: teaching methodology; effective learning; three-dimensional model; structuring of the educational process; criteria-based assessment; self-organization
Kulumbetova et al. (Mon,) studied this question.