Annotation.У статті аналізуються форми і методи контролю навчальних досягнень з погляду ви-явлення їхнього навчального і розвивального потенціалу. Відзначається, що контроль навча-льних досягнень у практиці викладання має переважно констатувальний характер, тобто реалізуються насамперед його діагностична та оцінювальна функції. Аналіз форм і методів контролю навчальних досягнень вказує на те, що усна і письмова форми контролю, конт-роль за допомогою проєктів і навчального портфоліо забезпечують максимальну реалізацію таких функцій, як-от навчальна, виховна, розвивальна і самовдосконалення, оскільки дають можливість не тільки виявити і оцінити рівень навчальних досягнень, а й сприяють форму-ванню професійної компетенції, активізації пізнавальної діяльності, інтелектуальному роз-витку, забезпечують можливість творчої діяльності студентів. Keywords: achievement assessment, higher educational institution, personality-oriented education, methods of assessment, project, portfolio.
Abstract.
CORRECTIVE
ASSESSMENT IN FOREIGN LANGUAGE TEACHING Oleksandr Kalnik Germanic Philology and Translation
Department, National University “Yuri Kondratyuk Poltava Polytechnic”, Poltava,
Ukraine. Abstract Background:
Assessment, as an integral component of teaching, should promote the implementation
of its functions such as learning, educational and
developmental ones. Purpose: to
analyze the methods of monitoring academic achievement to identify its
learning, developmental and educational potential. Results: The
analysis of forms and methods of assessment of educational achievements testifies
that oral and written forms of assessment, assessment by means of projects and
portfolio provide the realization of such functions as educational, learning,
developmental and self-improvement ones. They give the chance not only to
reveal and estimate level of educational achievements, but also contribute to
the formation of professional competence of students, enhance their cognitive activity,
intellectual development, provide an opportunity for creative activity. Discussion:
Assessment through projects and portfolio is an effective means of self-assessment
and peer assessment, which is especially relevant in the context of growing use
of distance learning. Keywords: achievement assessment, higher educational institution, personality-oriented education, methods
of assessment, project, portfolio. Vitae. Oleksandr
Kalnik is a Candidate of Pedagogical Sciences, Assosiate Professor of Germanic Philology and Translation Department at
National University “Yuri Kondratyuk Poltava Polytechnic”. His areas of
research interests include achievement assessment, personality-oriented education and translation teaching.
Correspondence: alex.kalnik@gmail.com
Article.
References.
1. Avanesov, Vadim. Metodologicheskie
i teoreticheskie osnovy testovogo pedagogicheskogo kontrolya (Methodological and theoretical foundations of test
pedagogical assessment). Diss. St Petersburg State U,
1994. Print. 2. Common
European framework of reference
for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press, 2001. Print. 3. Hart, Diana. Authentic assessment. Melno Park, California. 1994. Print. 4. Honcharenko,
Semen. Ukrayins’kyy pedahohichnyy slovnyk
(Ukrainian pedagogical dictionary). Kyiv: Lybid, 1997. Print. 5. Izotova, Nadezhda. Korrektirujushhij kontrol kak faktor povyshenija
kachestva obuchenija (Corrective assessment
as a factor in improving the quality of education). Diss. Bryansk State U, 2004. Print. 6. Korsak, Kostyantyn.
“Pro yakist instrumentariiu otsiniuvannia: spivbesidy, ispyty, testy (On the
quality of assessment tools: interviews, exams, tests)”. Dyrektor shkoly. Ukraina (Headmaster.
Ukraine). 5 (2001): 84–94. Print. 7. Kudaev,
Murat. Korrektirujushhij kontrol v
uchebnom processe: didakticheskie osnovy postroenija i realizacii sistemy (Corrective assessment in
the educational process: didactic foundations of building and implementing the
system). Diss. Adygeya State U, 1998. Print. 8. Linn Robert, Gronlund Norman. Measurement and
assessment in teaching. Upper Saddle River: Merrill, 2000. Print. 9. Pape, James and
Choshanov, Murat. “Uchebnye portfolio – novaja forma kontrolja i ocenki
dostizhenij uchashhihsja (Portfolios as a new form of monitoring and evaluating
student achievement)”. Dyrektor shkoly
(Headmaster). 1 (2000): 75–82. Print. 10. Parashchenko,
Ludmyla and Leonskyi, Valery. Testovi
tekhnolohii u navchalnomu zakladi (Test technologies in an educational
institution). Kyiv: TOV Maysternya knygy, 2006. Print. 11. Polat, Evgenia. “Мetod
proektov na urokah inostrannogo jazyka (Projects at foreign language lessons)”.
Inostrannye jazyki v shkole (Foreign
languages in school). 2 (2000): 3–10. Print.
12. Yakimanskaya,
Irina. Lichnostno orientirovannoe
obuchenie v sovremennoj shkole (Personality-oriented
learning in a modern school). Moscow: Sentyabr, 2000. Print.
|
|
