FORMATIVE ASSESSMENT OF ACHIEVEMENTS OF PRIMARY SCHOOL STUDENTS IN THE CONTEXT OF THE COMPETENCE APPROACH

Abstract

The article focuses on the concept of "formative assessment" taking into account modern methodological approaches to the organization of the educational process in primary school and the general requirements of the State Standard of Primary Education for the results of mastering educational programs, the content of which includes elements: step-by-step movement to the best possible result, activity, constant reflection, filling gaps in education. The structure of the formative assessment of the quality of educational achievements of junior high school students is revealed, which represents the unity of goals, criteria, the presence of feedback, self-evaluation, mutual evaluation, questions, cooperation and interaction. The peculiarities of formative assessment determined by the specifics of working with primary school students have been revealed. The approach to the assessment of educational achievements of junior high school students is substantiated, using formative assessment, which affects the objectivity of assessment of students' results and their assessment independence. The categorical apparatus of general pedagogy has been expanded due to the definition of the content of the concept of "formative assessment" of the quality of education; development of the evaluation component of the education process, which allows to project the evaluation activity of the teacher and the individual trajectory of the child's development. The article analyzes the didactic provision that allows effective use of formative assessment: a set of components (theoretical, substantive, organizational-methodical, pedagogical diagnostics, personal results) for purposeful organization and management of formative assessment, aimed at improving the quality of students' educational achievements.