THE FORMATION OF CONTROL AND EVALUATION SKILLS OF STUDENTS: THE PRINCIPLE OF TWO-LEVEL ADAPTATION TO THE EDUCATIONAL SITUATION

Abstract

This article updates on the problem of the modernization of the didactic means for forming of control and evaluation skills of students. The mentioned problem arose out of the development of competency-oriented school education. Gaining competencies while using the regulatory potential of control and evaluation skills encourages students to choose the most effective methods to achieve a desirable outcome. Among such methods are also adaptive actions, such as: orientation in new conditions, alignment of the actions in order to correct them based on the result, etc. Both adaptive actions and control and evaluation activities aim to successfully achieve the expected results of education, and the above said highlights their interdependence. This interdependence encourages the usage of the adaptive and control-evaluation activities as didactic tools for developing one another. In this research the conditions for adaptive activities are gathered under the principle of two-level adaptation to the educational situation. This principle is a component of the didactic model for forming student’s control and evaluation skills.

The principle of two-level adaptation to an educational situation is based on the concept of adaptive learning. In order to follow this principle both teachers and students are required to perform certain sequential adaptive actions. Usually, in order to do so, a teacher takes into consideration a student's readiness to learn, which includes following stages: perception, processing and usage of newly learned material in typical situations. At the same time, a student can perform the adaptive actions within the stages of productive and creative-productive learning both in typical and atypical situations which depend on the results of control and evaluation stage. The choice of the subject of an adaptive action is based on the level of student’s skills, which are required for it.

The impact of using the two-level adaptation principle on the children of 1-2 year of primary school and the level of their adaptability and flexibility is covered within the pedagogical experiment, which implemented the didactic model of forming the control and evaluation skills. The reliability of the obtained results is confirmed by the methods of mathematical statistics. It has been confirmed that activation of adaptive actions based on the results of the control and evaluation activities, encouragement of a student’s subjectivity in choosing an educational action according to their current skill level, influences the student's adaptability and flexibility. In our research, adaptability and flexibility are the indicators of the development level of control and evaluation skills. At the same time the control and evaluation skills are the regulatory component of the key competency of a “lifelong study”. The developing of this competency is a priority task for the modern school education.