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ІНТЕРАКТИВНІ ТЕХНОЛОГІЇ В КОНТРОЛЬНО-ОЦІНЮВАЛЬНІЙДІЯЛЬНОСТІ ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

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Світлана П., Інна Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 5(69)
148-159
EN
The article is devoted to the analysis of pedagogical evaluation and controlling of primary school pupils. There was conducted a comparative analysis of the traditional system of education and educational system using interactive technologies in the context of control and assessment activity. The research used methods of theoretical analysis, comparison and synthesis of sources. The term “control” means the identification, measurement and assessment of results of educational cognitive activity of pupils. Verification is the procedure of the identification and measurement. In turn, verification is a complex component of control. The control provides feedback between the teacher and the pupil, as well as getting by the teacher objective information about the degree of assimilation of educational material, well-timed identification of shortcomings and gaps in knowledge of children. The purpose of verification of knowledge in the modern school is the definition of the quality level of educational achievements of pupils. Evaluation of educational achievements of the primary school pupils is an integral structural component of the teaching and educational process, which involves consideration of such indicators: the volume and quality of acquired knowledge; the ability to apply this knowledge in practice; the activity of the pupil in gaining knowledge; educational motivation. Unlike traditional system, the use of interactive technologies in training assumes control not so much of the degree of assimilation of ready knowledge, as of creative deviation from them. The main evaluation criterion is the pupil’s personal growth. Reasoned evaluation by the teacher contributes to the most complete disclosure and growth of potential and motivational forces of the child. As a consequence, happens not only the promotion of pupils in the space of knowledge, but also the development of their abilities, skills, emotional and value orientations. Summarizing the theoretical, pedagogical and practical approaches to the system of estimation, it can be concluded that it should give the possibility to objectively evaluate the academic achievement of each student and to create an additional mechanism for activation of the potential in all types of educational-cognitive activity.
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