Abstract
The study highlights one of the main aspects of pedagogical research on the development of assessment competence of primary school teachers. To train teachers in the system of postgraduate pedagogical education, it is necessary to build a modern model as a holistic pedagogical process, which would be based on the leading traditions of pedagogy and modern pedagogical innovations and help teachers develop readiness to evaluate the results of primary school students in professional activities. The purpose of this study is to build a conceptual model for the development of assessment competence of primary school teachers in the system of postgraduate education. Methodological approaches used by the author for the study: systemic, activity, andragogical, competencebased, acmeological, communicative, and synergetic. The theoretical aspect of the development of teachers' assessment competence is analysed, the existing views of scientists on the outlined problem are classified. The essence of the concept of modelling as a process of construction and research of models is determined. The purpose, tasks, functions, principles, components of modelling are identified. The essence and content of the assessment competence of a primary school teacher are considered, its main components, criteria, indicators, and levels of development are singled out. The characteristic of the model of development of assessing competence of primary school teachers in the system of postgraduate education developed by the author is presented, its conceptual and methodological bases are identified. The methodological basis for building the model is presented in the form of an analysis of the leading provisions – the principles formulated based on previous results of the study conducted by the author. The principles and forms of education, pedagogical conditions are described, the main functional and structural components of the model are identified. The creation of the model has become an effective means of testing the effectiveness of pedagogical conditions, through the implementation of which a high or medium level of assessment competence of primary school teachers has been achieved. The proposed method is adapted for use in institutions of postgraduate pedagogical education
Highlights
Modern education reform determines the advanced training vectors for teachers who are able and ready to provide a safe and comfortable educational environment for student development
Its role in the evaluative competence development of primary school teachers is due to the rapid response of education reform, meeting the need to prepare primary school teachers for evaluating the academic achievements of younger schoolchildren
The model of teacher competence development is considered as a system that reflects or reproduces the existing or designed structures, components, essence, and organisation of teacher training for professional activities, which ensures their implementation [27, p. 78]
Summary
Modern education reform determines the advanced training vectors for teachers who are able and ready to provide a safe and comfortable educational environment for student development. The existing education system at all its levels generally uses conventional procedures for evaluating students' academic achievements, based on passive reproduction of educational material Such monitoring and evaluating the learning outcomes of educational applicants limits the development of key personal competencies, which in modern conditions of social development are in demand in professional education. This practice is due to the level of professional and pedagogical skills of teachers responsible for control and evaluation activities, which does not meet the requirements of education modernisation This delays the education system development due to the lack of readiness of primary school teachers to use modern tools for evaluating student's learning outcomes. Updating the content of advanced training is an urgent issue that requires a new teacher training scheme that meets the requirements of modern time, since their professional improvement is an important condition for modernising education
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