ASSESSMENT OF STUDENTS IN CIVIC EDUCATION IN A CONTEXT OF THE COMPETENCE APPROACH

Abstract

The abstract covers the aspect of the 10th grade students assessment in Civic Education. The authors disclose the requirements of the State Civic Education curriculum document about evaluation of the results of students learning. The curriculum determines the need for formative assessment unlike the summative one. But in a context of competence-oriented learning process they should be used in combination depending on the tasks of teaching and learning. In abstract the advantages and goals of each model of assessment are analyzed, their common features and differences are disclosed. The summative evaluation fixes the quality of education according with the state educational standard. It allows to evaluate the results of the student’s learning of the material of the lesson, subject, semester, year and stage of preparation for the State Final Certification requirements. Formative assessment is an innovative for Ukraine type of assessment, attesting students` progress from “yesterday to today” in knowledge, skills, attitudes, personality manifestations, etc. and may be current, punctuate, elemental. Formative assessment is carried out during the educational process and aimed at checking its progress. It performs a diagnostic function and promotes the formation and development of the students` personality, identifies areas for enhancing his learning outcomes. A teacher should choose one of these models of assessment, taking into account the goals and objectives of assessment, the assessment period in accordance with the curriculum; expected learning outcomes, expected educational criteria and indicators. On this basis, the teacher must select the methods of checking / controlling / diagnosing knowledge, skills and attitudes of students. All these stages of the assessment activity of a teacher of Civic Education are described on examples. When using formative assessment, the feedback of a teacher and students, the introduction of self-assessment and reflection mechanisms in the educational process, the development of students` selfassessment skills is important. But in the traditional model of education it`s not enough developed. Although a development of the ability of students to independently assess their own progress is an integral part of personal assessment activities. Among the conditions for the effective development of self-assessment (peer assessment) of students there are the following: development of criteria (benchmarks) of evaluation by the teacher; creation of the positive psychological atmosphere in a classroom; informing students about the evaluation criteria. Students can prepare their own program of learning activities for the next stage of training, taking into account the results obtained. Among the methods and strategies for formative and final assessment/evaluation of students in Civic Education lessons, the teacher can choose both oral and written, both individual and group.