Abstract
The article presents the authors’ experience in developing and applying criteria for assessing the results of the educational activities of students in the system of contemporary education. The necessity and expediency of its implementation are justified by the actual difficulty of objective assessment of the quality of educational results; reduction of the motivating function of the five-point assessment; as well as natural and personal uniqueness of each student as a subject of educational activity. The analysis of domestic and foreign studies on the problem of criteria-based assessment of learning results in the system of general and higher education shows that despite various approaches to the criteria-based assessment of learning results, the methodology of its development is not sufficiently covered in pedagogical science and practice. The present research aims to develop a pedagogically appropriate methodology for constructing a criteria-based assessment of the results of students’ educational activities. This methodology includes several interrelated actions: establishing three levels of students’ mastering of the content of each discipline; developing quantitative indicators and qualitative characteristics of each level; ensuring methodological development of requirements for each task; bringing to the attention of students the content of each level of mastering of the main educational program. An important condition is the ability to repeatedly correct each task to bring it to the highest possible level of perfection. The leading methodological position is given to the idea of the human’s inherent desire for success and to be the first. As the results of the conducted study show, the implementation of the proposed methodology naturally leads to an enhancement of the education quality, which is reliable proof of its scientific novelty.
Highlights
The relevance of the problem of criteria-based assessment of educational results is determined by several objective and subjective prerequisites
Mastering of the educational content established in the principle educational program (PEP) depends on a variety of objective factors, including the natural potential of physical, mental, and intellectual development inherited by the individual; spontaneous and systemic educational impact on the growing person of the external environment in the form of an unorganized and organized environment; motivation of the student to acquire knowledge and master skills; the creative nature of a person, which reveals itself in its conscious and unconscious manifestations, as well as many other natural and social factors that together determine the idiosyncratical uniqueness, individuality of each person, which in principle cannot be taken into account in the context of collective learning
Today it becomes clear that during numerous reformation transformations of the national education, including its transformation from the cultural sector to the service sector, a five-point assessment of learning results adopted in the Soviet school has become four-point, namely, three positive ratings and one unsatisfactory ascertaining in practice not so much the lack or insufficiency of knowledge of the student but everything that has an indirect relationship to education
Summary
The relevance of the problem of criteria-based assessment of educational results is determined by several objective and subjective prerequisites. Today it becomes clear that during numerous reformation transformations of the national education, including its transformation from the cultural sector to the service sector, a five-point assessment of learning results adopted in the Soviet school has become four-point, namely, three positive ratings (excellent, good, and satisfactory) and one unsatisfactory ascertaining in practice not so much the lack or insufficiency of knowledge of the student but everything that has an indirect relationship to education. In this regard, contemporary assessment is gradually losing its motivational and regulatory functions. One of the important research tasks is to determine the general methodological bases for developing a criteria-based assessment of educational results
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