Формувальне оцінювання на заняттях із гуманітарних дисциплін

Abstract

У статті розглянуто та сформульовано сутність формувального оцінювання, особливості його запровадження на заняттях із гуманітарних дисциплін. Проаналізовано формувальне оцінювання як провідний засіб оцінювання навчальних результатів учнів в умовах компетентнісного навчання. Визначено основні техніки формувального оцінювання здобувачів освіти на заняттях з гуманітарних дисциплін, зазначені виміри запровадження формувального оцінювання.

The article considers and formulates the essence of formative assessment, the peculiarities of its introduction in the humanities. Formative assessment as a leading means of assessing students’ learning outcomes in terms of competence-based learning is analysed. The basic techniques of formative assessment of students while educational classes in the humanities are determined; the dimensions of the introduction of formative assessment are indicated. It is established that formative assessment is a purposeful continuous process of monitoring the education of students; it is a necessary condition for interactive learning, in the process of which a culture of joint discussion is formed, skills of critical and creative thinking are developed, and an environment is formed that encourages students to ask questions. The article states that formative assessment supports the confidence of students that each of them is able to improve their results, as students are given examples of what is expected of them. An urgent problem in the teaching and assessment of the humanities is the diversity of perception and assimilation by students of the content of disciplines in accordance with their intellectual development and worldview. The content of the disciplines of the humanities is a set of theories, positions, norms, knowledge from such areas of society that directly relate to the spiritual and social life of man and human communities, create conditions for comprehensive, harmonious disclosure of physical, spiritual and creative potential. Setting the goal of studying the discipline takes into account these features, and assessing the quality of learning material does not take into account the worldview and educational elements, the formation of which is identified as the purpose of learning a separate humanities course. One of the most effective tools to address this issue is to use formative assessment.