FORMATIVE ASSESSMENT OF STUDENTS’ ACADEMIC ACHIEVEMENTS: THE NATURE AND THE METHODOLOGY OF IMPLEMENTATION

Abstract

The article deals with the modernization of the methods of monitoring and evaluating the results of a competency based learning of the elementary school pupils. The results of study on the scientific and methodological support of monitoring and evaluation of educational achievements of younger schoolchildren on the basis of the competence-based approach, which was conducted by the scholars of the primary education department of the Institute of Pedagogy of the NAES of Ukraine, were described. The features of the concept of students’ achievements, which highlighted two aspects: objective results of learning activities (subject knowledge, abilities, skills, experience in ways of life, substantive expertise) and subjective ones that include the layouts of a person (experience of creative activity, and general as well as upper-subject skills, key competence of «an ability to learn», personal qualities) were considered. Didactic principles determine the forms and the methods of control and assessment of teachers and pupils of primary school that comprise learning goals, theory of learning activities, theory of stage formation of mental actions and concepts were specified. The potential of formative assessment of student’s achievements was represented; its functions (diagnostic, prognostic, motivational, developmental, educational, corrective, educational ones) were revealed; the features of the methodology and implementation algorithms (a clear definition of the expected results of the system of lessons on topics, the students’ understanding of future goals, detailing each stage of learning, providing feedback) were determined; the proven teaching methods of students’ self-assessment in the classroom were illustrated.