ПІДГОТОВКА ВЧИТЕЛІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ОСВІТИ ДО ФОРМУВАЛЬНОГО ОЦІНЮВАННЯ НАВЧАЛЬНИХ ДОСЯГНЕНЬ МОЛОДШИХ ШКОЛЯРІВ

Abstract

The article identifies the peculiarities of teachers’ training in the system of postgraduate education for the formative assessment of educational achievements of primary students, which has a developmental and corrective nature and allows to achieve quality educational results. The urgency of the transition of domestic institutions of postgraduate pedagogical education from "advanced training" to "development of professional competence" of teachers is confirmed. The essence of the phenomenon of assessment competence of primary school teachers as an integral part of their professional competence, as the ability to assess students’ learning outcomes, which involves their knowledge of the types of assessment of students’ learning outcomes (formative, current, final, etc.), methodic of formative, current and final assessment; ability to apply various methods of formative, current and final assessment of students’ academic achievements, to follow to the criteria established or developed together with students during the assessment, to develop students' skills of self-assessment and self-motivation. The necessity of development of assessment competence of teachers is justified. Its structure in the conditions of the competence-based approach is revealed (motivation, professional qualities, the received knowledge, abilities and skills, activity of subjects of studying and its components: motivational, cognitive, activity, reflexive). The components of the assessment activity of primary school teachers are singled out: outlining the purpose of assessment, determining the terms of assessment, forecasting the expected results, defining criteria, methods of tracking the progress of students in studying the topic. The conditions of readiness of primary school teachers for formative assessment are revealed: motivation of assessment activity; understanding the philosophy of formative assessment; practical skills and abilities of its implementation. Some ways to solve the problem of training teachers in the system of postgraduate education for formative assessment are identified. The criteria of professional readiness of a primary school teacher are illuminated: scientific and theoretical (pedagogical, psychological, professional), methodical, technological knowledge (the use of pedagogical technologies, the ability to accumulate and use positive pedagogical experience, etc.), forecasting the results of own activity, its correction and reflection.