Formative assessment in the context of professional self-determination of first-year students
The article deals with the issue of professional self-determination in the context of modern higher education. The wrong choice of basic education gives such a result as a huge amount of time, effort, money spent on education in vain, because a person is unlikely to work in the obtained degree field. The study was carried out on the basis of the following methods: “methodology for studying the self-esteem of the personality by S. A. Budassi” and “Methods for studying the status of professional identity” (A. A. Azbel, A. G. Gretsov); methods of formative assessment “Weekly reports”, “Sections”, “Tests”, “Clusters of concepts”, “Phrase questions”, etc. were used in the work. The samples selection consists of students of the same age group: 60 students aged 17 to 19 years (10 boys, 50 girls), studying in various educational programs - “Practical age Psychology” and “Psychology and Pedagogy of professional education”. The result of the study - formative assessment has a positive impact on the educational activities of students’, their involvement in the learning process and reflection of activities. The article attempts to identify the vector of development of higher education in the context of formative assessment.