ASSESSMENT SYSTEMS IN UZBEKISTAN AND GERMANY: A COMPARATIVE ANALYSIS

Assessment constitutes a cornerstone of any educational system, serving not merely as a mechanism for measuring academic achievement, but as a structural instrument that shapes pedagogical practices, learner motivation, and institutional accountability. This article undertakes a comparative examination of the assessment systems employed in Uzbekistan and Germany, two nations whose educational traditions diverge substantially in terms of historical development, philosophical orientation, and structural organisation. Through an analysis of grading scales, examination formats, formative and summative practices, and recent reform trajectories, the study identifies both meaningful contrasts and instructive parallels between the two systems. The findings suggest that whilst Germany operates within a longstanding differentiated model characterised by continuous assessment and varied school tracks, Uzbekistan has been undergoing significant modernisation efforts aimed at aligning national assessment practices with international standards. It is argued that a cross-national perspective on assessment provides valuable insights for educational policymakers and practitioners seeking to enhance the fairness, validity, and developmental relevance of evaluation practices.