КОМПЕТЕНТНІСНІ КРАЙНОЩІ У ТРАКТУВАННІ НАВЧАЛЬНИХ ДОСЯГНЕНЬ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

Abstract

Introduction. This study analyses learning standards and regulatory documents, which are regarded as a basis for providing quality educational activities in primary schools. Subjected to analysis are different levels of pedagogical activities reflected in competence characteristics, which are determined by the state normative documents for primary schools. The results of the conducted analysis lead to a rightful conclusion about definite contradictions in understanding and interpreting their essence, which might be extrapolated to the author's elucidations of competence guidelines for students’ learning outcomes. Despite the fact that some logical and conceptual inconsistencies in the content of the State Standards of Primary Education have been eliminated of late, its current version cannot be considered ultimate and conclusive, as it requires further elaboration and improvement. The purpose of this article is to identify and expose conceptual inconsistencies in the understanding and exposition of competences, provided by the State Standards of Primary Education and suggested in contemporary pedagogical research. Results. In the study it is rationalized that competence extremes in defining and interpreting possible attainments of primary school students lead to inconsistencies in the interpretation of compulsory learning outcomes. Moreover, it is argued that competence-based assessment of primary school students' academic attainments is unjustified. Conclusion. The premise is advanced that in the current educational situation there is a necessity to pursue exploring methodological opportunities in order to avoid redundancy in goal setting and interpreting primary school students' academic attainments. With this in mind, it deems plausible to identify and expose efficacious means of achieving the established learning outcomes in the form of a definite scope of knowledge, habits, skills and abilities. The acquisition of the aforementioned attainments should correspond to conventional and content objectives of learning. Furthermore, it is emphasized that there is also a need to develop functional diagnostic tools that would elucidate students’ value orientations ​​and specify the strategies of enhancing their general and content mental performance.