Psychological – pedagogical aspects of providing a formative assessment to the control and evaluation activities of primary class teachers in the conditions of NUSH

Abstract

The psychological-pedagogical aspects of the primary school teacher’s control and assessment activities are analyzed through the prism of the formative approach, which is becoming dominant in the conditions of the NUSH (New Ukrainian School). The main content of the concepts of control, assessment, educational achievements is revealed. Assessment is the stimulus for learning, dominating the elementary grades in the form of motivated evaluative judgment. The values of the main functions and principles of formative assessment are analyzed. Attention is drawn to the age-related psychological characteristics of children of primary school age and the formation of basic neoplasms, the so-called metacognitive skills, which are manifested through reflection, self-evaluation, and mutual evaluation. The teacher’s use of detailed evaluative judgments in teaching first-graders in order to establish positive feedback is described. The need for teachers to understand that objectivity, impartiality of evaluation, positive feedback, self-evaluation and mutual evaluation of educational activities are important tools based on partnership pedagogy, which is one of the main directions of modernization of primary education, is emphasized. The combination of daily control with self-assessment, the use of verbal assessment in the form of motivated pedagogical judgments, which is a positive psychological aspect of the implementation of formative assessment, is substantiated. The key competence is highlighted – the ability to learn, which is based on the development of personal assets of primary school students. For this purpose, an analysis of the main stages of the algorithm of the teacher’s activity during the application of the formative approach, as a process of such control and evaluation activity, which would contribute, first of all, to the development and formation of the student’s personality, was made. The algorithm for determining educational goals emphasizes the expediency of applying the SMART principle, positive feedback, reveals the importance of reflection as a factor in the formation of self-evaluation and mutual evaluation of elementary school students. Emphasis is placed on the creation of a «situation of success» in the control and evaluation activities of primary school teachers during the use of formative evaluation. Keywords: control, formative assessment, educational results, personal assets, self-assessment, mutual assessment, evaluative judgments, reflection, positive feedback, activity algorithm.