EVALUATING UZBEKISTAN’S TRANSITION FROM A FIVE-POINT TO A 100-POINT GRADING SYSTEM: POLICY RATIONALE AND STUDENT PERSPECTIVES

Egamov Abdulaziz Abdumalikovich

Authors

Egamov Abdulaziz Abdumalikovich Author

Abstract

This study examines Uzbekistan’s recent transition from a five-point to a 100-point grading system in public schools. Combining policy analysis and student survey data from seven pilot schools in Tashkent, the research explores the reform’s rationale, advantages, challenges, and perceived fairness. The results reveal a mixed reception: while most students recognize the new system’s precision and alignment with international standards, many still find it stressful and complex, preferring the familiarity of the old scale. Students attributed difficulties mainly to inconsistent grading, limited teacher training, and unclear communication rather than to the system itself. The discussion highlights that resistance to the reform reflects adaptation challenges rather than policy failure, emphasizing the need for teacher professional development, transparent implementation, and better orientation for learners. Overall, the findings suggest that the 100-point system represents a promising but demanding step toward a fairer and more transparent education framework in Uzbekistan.

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