CURRENT AND FORMATIVE ASSESSMENT IN BASIC AND SENIOR PROFILE SCHOOL

Abstract

The article considers the need to modernize the current system of assessment of academic achievements of secondary school students, related to the new requirements for learning outcomes of general secondary education. Authors attempted to answer the question of whether formative assessment is a part of the current or vice versa? Can formative assessment replace current? Can these types of assessment coexist simultaneously in the assessment system of basic and senior profile school?
Based on the results of the analysis of scientific sources, educational documents, numerical indicators of the teacher survey (N = 90), the authors tried to determine the place of current and formative assessment in the learning process.
The main types of assessment, regulated by normative educational documents, are compared with the expected learning outcomes of students - the components of competence (cognitiveactivity, personal, motivational-value); it is proved that measuring or tracking the development of motivational-value and personal components, which are both predictors (prognostic parameters) and internal factors of formation and identification of a certain level of knowledge/skills as the base of the competence, correlates with the functions of formative assessment. The essence of the terminological problem connected with the inconsistent understanding of the functions of formative assessment in the system of school education of Ukraine in the modern pedagogical discourse is determined. Its main causes are revealed.
The results of comparison of formative and current types of assessment according to a number of criteria in the aspect of their role and place in the educational process are offered. According to the results of the analytical study, it is substantiated that one of the ways to modernize the assessment system in basic and senior profile school is a combination of traditional current and formative assessment, which are not interchangeable but complementary types of assessment.