Особливості оцінювальної діяльності вчителя початкових класів Нової української школи
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Дата
2021
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті визначено та обґрунтовано особливості оцінювальної діяльності вчителя початкових класів в умовах Нової української школи. Автором закцентовано на важливості оцінювання як освітнього компоненту та здійснено детальний аналіз основного поняття дослідження, розкрито провідні його характеристики. Указано, що основними компонентами процесу оцінювання чи оцінювальної діяльності є: визначення цілей навчання; вибір завдань для досягнення окреслених цілей; оцінка або інший спосіб вираження результатів перевірки. Автором установлено й розкрито, що з метою успішного здійснення оцінювальної діяльності вчителю необхідно володіти конкретними вміннями, а саме: визначати предмет оцінювання, зіставляти предмет оцінювання з визначеними критеріями, обирати форму оцінки та вмінням повідомляти оцінку учневі тощо. Стаття містить результати теоретичного дослідження характеру труднощів учителів початкових класів у здійсненні ними контрольно-оцінювальної діяльності.
The article identifies and substantiates peculiarities of assessment activities of the primary school teachers in conditions of the New Ukrainian school. The author emphasizes importance of assessment as an educational component and conducts a detailed analysis of the basic concept of the study, reveals its leading characteristics. This paper states that the main components of the assessment process or assessment activity are defining learning objectives; choice of tasks to achieve the outlined goals; evaluation or other way of expressing the results of the inspection. Research analysis has shown that the concepts of “assessment” and “evaluarion” are often associated with the concept of “control”, where assessment, verification and accounting are the components. The article provides an argument in this regard. The author has established and revealed that in order to successfully carry out assessment activities, teachers need to have specific skills, namely: to determine the subject of assessment; compare the subject of evaluation with the defined criteria; choose the form of assessment and the ability to communicate the results of assessment to the pupil, etc. The article contains the results of a theoretical study of the nature of the difficulties of primary school teachers in carrying out their control and evaluation activities. In general, the results of the study show that the assessment system in the New Ukrainian Primary School is characterized by a positive direction, which is based on taking into account the level of development of the child, rather than the degree of its failures. The author argues that such a condition allows assessment to be not only a tool for diagnosing the level of realization of a certain goal, but also an important factor in the educational process, the basis for changing approaches to cognitive activity, forecasting further goals and prospects in learning. It is established that assessment creates conditions for students to develop skills of planning their own educational process, making informed decisions, teamwork, cooperation, etc., and the teacher should direct it to the formation of a positive self-esteem, which relates to their personal qualities and capabilities. It is proved that molding assessment is based on qualitative indicators, namely: whether a pupil is active in the classroom, whether he cooperates with other children, whether he knows how to solve problems, whether he makes an effort during the task accomplishment, etc. The author also proved the fact that the teacher at the present stage of educational development should be ready for innovative changes in the learning process and implement new models, methods and forms of assessment in school practice, promote new learning content, be able to assess pupils’ achievements based on their individual opportunities and learning needs, use modern approaches to assessment, be creative in the choice of teaching methods and create conditions for full development of the personality.
The article identifies and substantiates peculiarities of assessment activities of the primary school teachers in conditions of the New Ukrainian school. The author emphasizes importance of assessment as an educational component and conducts a detailed analysis of the basic concept of the study, reveals its leading characteristics. This paper states that the main components of the assessment process or assessment activity are defining learning objectives; choice of tasks to achieve the outlined goals; evaluation or other way of expressing the results of the inspection. Research analysis has shown that the concepts of “assessment” and “evaluarion” are often associated with the concept of “control”, where assessment, verification and accounting are the components. The article provides an argument in this regard. The author has established and revealed that in order to successfully carry out assessment activities, teachers need to have specific skills, namely: to determine the subject of assessment; compare the subject of evaluation with the defined criteria; choose the form of assessment and the ability to communicate the results of assessment to the pupil, etc. The article contains the results of a theoretical study of the nature of the difficulties of primary school teachers in carrying out their control and evaluation activities. In general, the results of the study show that the assessment system in the New Ukrainian Primary School is characterized by a positive direction, which is based on taking into account the level of development of the child, rather than the degree of its failures. The author argues that such a condition allows assessment to be not only a tool for diagnosing the level of realization of a certain goal, but also an important factor in the educational process, the basis for changing approaches to cognitive activity, forecasting further goals and prospects in learning. It is established that assessment creates conditions for students to develop skills of planning their own educational process, making informed decisions, teamwork, cooperation, etc., and the teacher should direct it to the formation of a positive self-esteem, which relates to their personal qualities and capabilities. It is proved that molding assessment is based on qualitative indicators, namely: whether a pupil is active in the classroom, whether he cooperates with other children, whether he knows how to solve problems, whether he makes an effort during the task accomplishment, etc. The author also proved the fact that the teacher at the present stage of educational development should be ready for innovative changes in the learning process and implement new models, methods and forms of assessment in school practice, promote new learning content, be able to assess pupils’ achievements based on their individual opportunities and learning needs, use modern approaches to assessment, be creative in the choice of teaching methods and create conditions for full development of the personality.
Опис
Ключові слова
оцінка, контроль, оцінювання, оцінювальна діяльність контрольно-оцінювальна діяльність, учитель початкових класів, Нова українська школа, assessment, control, evaluation, assessment activity, control-assessment activity, primary school teacher, New Ukrainian school
Бібліографічний опис
Гузенко, О. Особливості оцінювальної діяльності вчителя початкових класів Нової української школи [Текст] / О. Гузенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 3 (107). – С. 380–390. – DOI: 10.24139/2312-5993/2021.03/380-390.