FEATURES OF STUDENT ACHIEVEMENT ASSESSMENT IN UKRAINIAN LANGUAGE IN THE NEW UKRAINIAN SCHOOL

Abstract

The article focuses on the following assessment functions: educational, diagnostic-corrective, stimulating, facilitating, ascertaining, dynamic, motivating, encouraging, reflective, regulatory; features of assessing students' academic achievements in the process of learning the Ukrainian language. Clear and concise names of four groups of skills defined by the standard as guidelines for assessment are proposed: oral interaction (group 1), work with information, texts (group 2), written interaction (group 3), and language practice (group 4). As a result of the analysis of Appendix 2 to the state standard of basic education, it was established: that the skills of the first group can be divided into two subgroups: 1) skills, the formation of which can be checked only orally; 2) skills, the formation of which can be checked orally and in writing. In total, 13 skills can be attributed to the first subgroup (we check orally), and 30 skills to the second subgroup (which can be checked orally and in writing). The groups have a different number of skills: 43 skills are defined for the first group, 30 for the second, 19 for the third, and 8 for the fourth, which encourages careful planning of the assessment procedure. It is emphasized that it is necessary to assess the formation of the skills of the 4 groups not only by thematic works but also by the lesson score. This allows for an objective assessment for the semester or year.

Mechanisms for assessing students' academic achievements in the Ukrainian language on the basis of a competency-based approach are proposed, in particular within the framework of thematic works: each thematic work consists of 4 tasks in accordance with the number of skill groups provided by the standard. It is better to perform tasks on the material of a text or several texts united by a common theme.

The features of self-assessment are characterized, which in the article is interpreted as the ability of a student to independently analyze their own academic achievements, determine the level of assimilation of the material, identify errors and outline ways for further development. The following conditions for effective self-assessment have been identified and characterized: the presence of clear criteria and guidelines, a culture of feedback, and the gradual introduction of simpler to more detailed forms of analysis of one's own educational activities.

In the context of implementing a competency-based approach to assessment, manifestations of personal results of students have been identified, which allows assessing the psychological resources of the individual.