The Problems of Meta-Subject Outcomes Assessment in General Education

Abstract

The article is devoted to the problem of meta-subject outcomes evaluation in general education. The need to consider this issue is justified by the contradictions between the existing approaches to evaluating new results and the lack of approved, accepted diagnostic tools. In addition, there are clear gaps between the activity-based learning framework of the Federal State Educational Standard and the traditional (knowledge-information) system for evaluating educational results. In the course of comparative and problem analysis, a number of benchmarks is identified. This allows to distinguish between approaches, concepts and their bases. Thus, the reference points are the educational system itself and the methods of teaching in which the school and the teacher work (developmental training, Pedagogy of mental and action approach, competence-based approach, etc.). For example, the basis for evaluating the meta-subject results of education in the activity-based approach are the stages of forming mental actions from simple to complex. The criteria basis for evaluating the meta-subject results of education are the concepts of “thinking”, “activity” and “result”, as the indicators of personal development level. The assessment of meta-subject skills in the competence-based approach is focused on “outcome results”. The description of theoretical approaches to the assessment of meta-subject results of education gives grounds for proper selection and application of the necessary assessment tools, thereby contributing to the improvement of general education quality. Keywords: evaluation, diagnostics, activity approach, meta-subject outcomes, educational outcomes