TECHNOLOGY OF CONSTRUCTION OF THE FORMATIVE ASSESSMENT TOOL OF EDUCATIONAL ACHIEVEMENTS OF THE FIRST AND SECOND GRADE STUDENTS

Abstract

The article deals with the issue of didactic principles for the introduction of the formative assessment of students of the first and the second grades in the New Ukrainian school. The analysis of domestic and foreign pedagogical sources is presented on issue of introduction of formative assessment in educational practice. The requirements for formative assessment in primary school are defined: systematic, timeliness, objectivity, accessibility, methodical diversity, interactivity and others. It is concluded that the control of the quality of assimilation of material by students must be slow, and final conclusions about quality of mastering of educational maintenance must be done, when educational experience of students will be formed. Participation in didactic and methodological support of teaching mathematics in the first and second grades of the New Ukrainian school gave stimulus to the development of the formative assessment tool of educational achievements of students in this subject field. The starting point was that the formative assessment is carried out in the process of current control, its purpose is – to watch the dynamics and the stage of the transition to a new level of learning content. Author vision of technology of constructing of the formative assessment tool of educational achievements of students is offered for this purpose. In its basis is a theory of the stage-by-stage forming of mental actions of P. Halperin and taxonomy of levels of activities assimilation of V. Bespalko which allowed to determine the complexity of the tasks for each stage of the learning process. Technology of constructing the tasks involves determining the expected results in accordance to the requirements of the State Standard of Primary Education and the educational program on a particular subject; prognostication of intermediate aims and results for each stage of assimilation; creation of diagnostic tasks of different levels of complication: reproductive problem for identification of a material, typical task for reproduction of educational content, an unusual task for the use of skills in a changed educational situation, creative task for the application of educational experience in a new situation. Constructing tasks on this technology will provide current control and formative assessment of results of learning, will allow to do objective conclusions about educational achievements of students.