Criterial Approach to Assessment as a Key Component of the System for Independent Assessment of the Educational Results of Future Teachers

Introduction. The article presents the conceptual foundations of building a system of criteria-based assessment of educational results, which is considered as a subsystem of the system of independent assessment of educational results. The stages of formation and development of a competence-based approach to assessment in school and university education are analyzed. The main components of the criteria-based assessment system are revealed, a description of the methods for formulating criteria and indicators is given, the key stages of building a criteria-based system for assessing educational results are highlighted.

Materials and Methods. The research is based on the systemic, activity-based and competence-based approaches to the training of bachelors of pedagogical education, which made it possible to determine and coordinate the components of the criteria-based assessment system with the components of the system of independent assessment of educational results. It has been established that the key components of such a system are the target component, educational results, indicators of achievement of educational outcomes, assessment tools, assessment indicators and levels of achievement of educational results. The specifics of the presentation of educational results based on the reformulation of competencies in combination with the labor actions of the teacher are disclosed. The principles of integrity and optimality for the presentation of indicators of achievement of educational results, considered as assessment criteria, have been determined.

Results. The purpose of building a system of criteria-based assessment of the educational results of future teachers is determined and a description of the concepts of "educational results", "evaluation means" is given. The ways of describing educational results and ways of presenting assessment indicators are disclosed. The description of the form of presentation of assessment tools, the structure of which includes organizational and methodological, substantive and criterion-assessment parts, is given. It is shown that the levels of success of the student's activity when performing tasks, which are evaluative tools, act as levels of achievement of educational results.

Discussion and Conclusions. The article discusses the relationship between the system of criteria-based assessment and the rating system for assessing the quality of training of students. The conclusion formulated in the article is presented in the form of technological stages of building a system of criteria-based assessment of educational results.

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