Формирующее оценивание образовательных достижений учащихся в начальном общем образовании: подготовка учителей

Abstract

The aim of the study is to substantiate the need for assessment competence formation in future teachers. The paper identifies the issues of introducing formative assessment into schools and suggests a strategy for preparing future teachers to use these tools in their professional activities. Scientific novelty of the study lies in proving the connection between the formation of future teachers’ competence in the use of formative assessment techniques when conducting lessons at school and their research and reflexive independence in their own professional training at university. As a result, the researcher has proposed formative assessment procedures that can be implemented in professional teacher training, has provided insight into the methodology of their implementation, substantiated the techniques. Experimental teaching carried out in a number of universities has shown positive dynamics in the formation of future teachers’ competence in the use of formative assessment tools in their activities.