THE ROLE OF SELF-REFLECTION AND PEER-FEEDBACK IN DEVELOPING SOCIOCULTURAL COMPETENCE AMONG PRIMARY SCHOOL LEARNERS

In many countries of the world, self-assessment (internal assessment) of schools has been introduced as a component of the educational quality assessment system. The practical application of the concept of self-assessment presupposes a conceptual and methodological understanding of the quality of education and implies a number of tools that can be adapted to different contexts and realities. The system of internal evaluation of schools implemented in Armenia is multifaceted and complex in many ways. It differs from the assessment mechanisms and tools adopted in many countries. The qualitative and quantitative indicators developed in Armenia are designed to reflect the rapidly evolving context and socio-economic changes affecting the educational process.