ASSESSMENT MODEL OF HIGH SCHOOL STUDENTS’ PERFORMANCE: EXPERIENCE OF UKRAINE

The article considers modern approaches to assessment at schools based on the analysis of various assessment scales (range from three to one hundred points). The pedagogical regularities influencing the choice of assessment scales are determined, in particular: 1) increase of quantitative paramet...

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Auteurs principaux:	Olga Bilyakovska, Natalia Mospan, Kateryna Binytska
Format:	article
Langue:	EN UK
Publié:	Borys Grinchenko Kyiv University 2021
Sujets:	educational achievements high school high school students modular assessment Education L
Accès en ligne:	https://doaj.org/article/313218c9661641e8a0e69a8125e2a14b
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spelling	oai:doaj.org-article:313218c9661641e8a0e69a8125e2a14b2021-11-16T12:44:19ZASSESSMENT MODEL OF HIGH SCHOOL STUDENTS’ PERFORMANCE: EXPERIENCE OF UKRAINE10.28925/1609-8595.2021.3.11609-85952412-0774https://doaj.org/article/313218c9661641e8a0e69a8125e2a14b2021-10-01T00:00:00Zhttps://doaj.org/toc/1609-8595https://doaj.org/toc/2412-0774The article considers modern approaches to assessment at schools based on the analysis of various assessment scales (range from three to one hundred points). The pedagogical regularities influencing the choice of assessment scales are determined, in particular: 1) increase of quantitative parameters of the assessment scale; 2) the use of a tribal rating scale for one-element answers; 3) the use of indirect evaluation with a significant amount of evaluation scale; 4) application of mathematical methods of transition from qualitative parameters to quantitative indicators of estimation; 5) taking into account the level of structure of the subject and the relationship between learning and development of subjects of study. Finally, we propose three secondary school testing and evaluation systems models that provide mathematical, humanities and general education. To identify the causal effects from different assessment scales, we conduct an educational experiment and a large-scale online survey in Ukrainian schools from 2019-2021. As a result of experimental research, we allocate the essential elements of testing and estimation activity: educational parameters, the structure of components of knowledge of a subject, criteria, a scale of estimations, an interval scale of transition to assessments, forms of final and local testing. The findings suggest that the developed approaches to assessing high school students’ educational achievements are more effective than traditional ones. They encourage schoolchildren motivation to learn, in particular, in performing independent (especially homework) tasks. The obtained data confirm the need to use new approaches to assessing student achievement.Olga BilyakovskaNatalia MospanKateryna BinytskaBorys Grinchenko Kyiv Universityarticleeducational achievementshigh schoolhigh school studentsmodular assessmentEducationLENUKНеперервна професійна освіта: теорія та практика, Vol 3, Iss 68, Pp 7-18 (2021)
institution	DOAJ
collection	DOAJ
language	EN UK
topic	educational achievements high school high school students modular assessment Education L
spellingShingle	educational achievements high school high school students modular assessment Education L Olga Bilyakovska Natalia Mospan Kateryna Binytska ASSESSMENT MODEL OF HIGH SCHOOL STUDENTS’ PERFORMANCE: EXPERIENCE OF UKRAINE
description	The article considers modern approaches to assessment at schools based on the analysis of various assessment scales (range from three to one hundred points). The pedagogical regularities influencing the choice of assessment scales are determined, in particular: 1) increase of quantitative parameters of the assessment scale; 2) the use of a tribal rating scale for one-element answers; 3) the use of indirect evaluation with a significant amount of evaluation scale; 4) application of mathematical methods of transition from qualitative parameters to quantitative indicators of estimation; 5) taking into account the level of structure of the subject and the relationship between learning and development of subjects of study. Finally, we propose three secondary school testing and evaluation systems models that provide mathematical, humanities and general education. To identify the causal effects from different assessment scales, we conduct an educational experiment and a large-scale online survey in Ukrainian schools from 2019-2021. As a result of experimental research, we allocate the essential elements of testing and estimation activity: educational parameters, the structure of components of knowledge of a subject, criteria, a scale of estimations, an interval scale of transition to assessments, forms of final and local testing. The findings suggest that the developed approaches to assessing high school students’ educational achievements are more effective than traditional ones. They encourage schoolchildren motivation to learn, in particular, in performing independent (especially homework) tasks. The obtained data confirm the need to use new approaches to assessing student achievement.
format	article
author	Olga Bilyakovska Natalia Mospan Kateryna Binytska
author_facet	Olga Bilyakovska Natalia Mospan Kateryna Binytska
author_sort	Olga Bilyakovska
title	ASSESSMENT MODEL OF HIGH SCHOOL STUDENTS’ PERFORMANCE: EXPERIENCE OF UKRAINE
title_short	ASSESSMENT MODEL OF HIGH SCHOOL STUDENTS’ PERFORMANCE: EXPERIENCE OF UKRAINE
title_full	ASSESSMENT MODEL OF HIGH SCHOOL STUDENTS’ PERFORMANCE: EXPERIENCE OF UKRAINE
title_fullStr	ASSESSMENT MODEL OF HIGH SCHOOL STUDENTS’ PERFORMANCE: EXPERIENCE OF UKRAINE
title_full_unstemmed	ASSESSMENT MODEL OF HIGH SCHOOL STUDENTS’ PERFORMANCE: EXPERIENCE OF UKRAINE
title_sort	assessment model of high school students’ performance: experience of ukraine
publisher	Borys Grinchenko Kyiv University
publishDate	2021
url	https://doaj.org/article/313218c9661641e8a0e69a8125e2a14b
work_keys_str_mv	AT olgabilyakovska assessmentmodelofhighschoolstudentsperformanceexperienceofukraine AT nataliamospan assessmentmodelofhighschoolstudentsperformanceexperienceofukraine AT katerynabinytska assessmentmodelofhighschoolstudentsperformanceexperienceofukraine
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ASSESSMENT MODEL OF HIGH SCHOOL STUDENTS’ PERFORMANCE: EXPERIENCE OF UKRAINE

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