MULTIDIMENSIONALITY OF THE PROCESSES OF ASSESSING STUDENTS' LEARNING OUTCOMES IN THE NEW UKRAINIAN SCHOOL
DOI:
https://doi.org/10.35433/pedagogy.1(120).2025.3Keywords:
assessment, educational process, types, forms, assessment methods, levels of interaction, cognitive levels, competence, groups of resultsAbstract
The article conducts a systematic study of the processes of assessing students' learning outcomes in the New Ukrainian School. It is shown that the assessment process in the system of general secondary education determines an important characteristic of the educational process – its quality.
It is proved that the assessment process is one of the most important aspects of the educational process, since assessment corresponds to the cornerstone systemic-cybernetic principle of the functioning of any system – feedback, which in the education system is implemented between participants in the educational process mostly in the form of processes of assessing educational achievements of education subjects.
It is argued that assessment as a multidimensional and one of the most important components of the educational process can be characterized on the basis of various features/characteristics (by types, forms and methods of assessment; by the level of interaction of participants in the educational process; by the differentiation of tasks according to cognitive levels; by the method of grouping learning outcomes; by approaches to assessing competencies; by the method of expressing assessments, etc.), which are important and equivalent, therefore, comprehensive consideration of their features in the process of assessing the learning outcomes of participants in the educational process is of great importance for the specified process.
Assessment is considered in a broader (systemic) sense as a process consisting of certain stages/components (definition of goals and criteria, assessment, analysis and correction), which should be implemented taking into account the features of the assessment characteristics (levels of differentiation of the educational process, interaction of participants in the educational process, cognitive levels of learners’ activity, etc.).
The basic characteristics of the assessment process are considered, a model for forming an overall assessment for a subject/integrated course is built (using the example of the mathematical educational field), a model for implementing assessment stages at different levels of differentiation of the educational process is developed.
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