THE PRINCIPLE OF OBJECTIVE ASSESSMENT OF EDUCATIONAL ACHIEVEMENTS OF STUDENTS OF PEDAGOGICAL SPECIALISATION
This article deals with the issue of objectivity of evaluation of educational achievements of students of pedagogical specialisations in institutions of higher education within the framework of the implemented competence approach. It analyses the diﬃculties of implementing the competence approach in higher education in general and pedagogical education in particular. It studies the diﬀ erences between the competencies of a specialist with higher education in comparison with a skilled worker and a middle-level specialist. It proposes a principle of objective evaluation of the eﬀectiveness of the development of students’ professional educational programmes, which is based on the need, apart from the evaluation of the teacher and self-assessment of the student, of external evaluation of a third party. It puts forward conditions under which an objective assessment of success of training is possible. It substantiates the necessity of establishing a range of assessment tools for a speciﬁc subject. It oﬀ ers a typology of evaluation tools that allows one to objectively evaluate educational achievements of students. It highlights the features of control and evaluation tools that diagnose the level of knowledge and formation of students’ skills. It describes the qualitative features of control and measuring materials and competence-oriented tasks used in the evaluation of educational achievements of the student. It points to the possibilities of use of control and measuring materials and competence-oriented tasks according to their estimated opportunities. The authors substantiate the allocation of the basic level of educational achievements of the student as a reference point for diﬀerentiated and undiﬀerentiated forms of assessment.