PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF IMPROVING THE ASSESSMENT OF THE FORMED COMPETENCIES OF STUDENTS
This article presents generalized psychological and pedagogical aspects of assessment as a predictor of student success. The authors are convinced that the development and introduction into the pedagogical process of such technologies that will allow objectively and effectively evaluate the results of group work, for example, during project training, are important and priority today. Methodological recommendations and tutoring are needed in the professional development of teaching staff aimed at developing the skills of an objective assessment of their work. There are also many controversial issues about the effectiveness of the independent assessment of the quality of education (NОCO). Therefore, it is necessary to solve issues related to the involvement of potential employers in the evaluation. It is obvious that it is advisable in the context of a practice-oriented learning model to make the assessment procedure transparent for all participants in the educational process. Serious importance should also be translated into the field of pedagogical ethics, in order to create a psychologically comfortable environment during the assessment. In this regard, it is also necessary to determine whether the assessment results should be included in the student's public portfolio. According to the authors, the moment has come when it is necessary to systematize and work out methodically new assessment formats that seem promising and relevant to the goal of increasing the level of students' formed competencies.