Тошкент давлат педагогика университети ҳузуридаги фан доктори илмий даражасини берувчи

of teaching quality monitoring” presents the results of the experiments on the 
identification and improvement of the efficiency of the proposed model. 
The effectiveness of the pedagogical experiments was ensured by its 
performance on the basis of a special program, the development of criteria for 
determining the geographic location of experimental sites, appropriateness of 
pedagogical conditions and level of quality, as well as mathematical and statistical 
analysis of the obtained results. 
The experiment was carried out in four stages: identifying (2008-2010), 
confirming (2011-2012), forming (2012-2013), final (2014-2015). They were held 
at the Ministry of Public Education of the Republic of Uzbekistan, the Ministry of 
Public Education of the Republic of Karakalpakstan, regional and Tashkent city 
public education departments, district (city) departments for methodological 
support and organization of the activity of public education establishments, as well 
as at 28 secondary schools located in all the regions of the republic. The main 
hypothesis of the experiment was that modelling of the teaching quality 
monitoring, improvement of the competence-based state educational standards and 
the innovations introduced into educational process based on the requirements of 
the system of education quality indicators would ensure the effectiveness of 
education. Taking into account the opportunities created in the period of the 
experiment and the similarity of the content of the control and experimental 
groups, the results were compared in terms of assessment of the impact of the 
innovations introduced in the educational process in 2015. 
The monitoring was conducted in the control and experimental schools on 
the basis of the model of teaching quality monitoring in order to determine how 
much the quality of education had changed. These indicators obtained in the 
monitoring process, firstly, were compared with each other, and, secondly, they 
were compared with normative values (Table 1).