THEORETICAL AND PRACTICAL ASPECTS OF ASSESSING THE STUDENTS' EDUCATIONAL ACHIEVEMENTS

Abstract

The article presents some aspects of assessing students' educational achievements formed in different educational systems. The attention was paid to the subject of assessment - students' knowledge, skills, habits, and attitudes, and it was emphasized that in many education systems the subject of checking is the same and has remained unchanged for many years. The types of assessment that have been shaped in the education system are described: formative and summative, external and intramural, intuitive and analytical, and empowering assessment, which minimizes screening and dropping out of students at different stages of education. It has been noted that in the Ukrainian education system, assessment as a pedagogical procedure has both a qualitative and quantitative context. In addition to traditional methods of assessing the knowledge and skills of students, unconventional methods are presented.The article also presents the functions of each type of assessment in the didactic and educational process. Attention is paid to the information and regulatory, motivational, and educational as well as socio-selective functions. It has been distinguished that the main functions of assessment in Ukrainian education include controlling, didactic, diagnostic-corrective, stimulating-motivating, and educational functions.Practical aspects of a given problem are included in the comparative analysis of the Polish and Ukrainian educational systems. Based on the collected data, the otherness of evaluating the pupils’ progress in the earlier stages of education is presented. The scale of assessing the students' educational achievements in education in Poland and Ukraine was described and compared. The behavior rating scale has also been compared.