Teachers' training for the use of digital tools of the formative assessment in the implementation of the concept of the New Ukrainian School
Keywords:formative assessment, self-assessment, peer assessment, criterion, advanced training, digital tools
The article deals with teachers’ training to the use of digital tools of formative assessment. The authors analyze a number of legal documents in the field of education, which emphasize the introduction of formative assessment in the practice of assessment of primary and basic school pupils. Formative assessment is defined as the assessment to identify learning needs and traces each student’s progress, it is carried out on a constant basis and aims to support, stimulate, motivate to learn. The important features of this type of evaluation are criterion, interactivity, consistency. The components of formative assessment are peer assessment, self-assessment, observation, development of logic goals and criteria for their achievement, feedback.
The programme of advanced training for teachers of different profiles, deputy heads of educational work on the topic ``Theory and Practice of Application of Formative Assessment at a Primary School'' was presented. The experience of such programme in advanced training courses at Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” is presented.
The authors describe a pedagogical experiment conducted on the basis of Municipal Higher Educational Establishment “Kherson Academy of Continuing Education of Kherson Regional Council” on the use of digital tools during formative assessment. The experiment covered 162 primary school teachers who were trained under that program. During the practical classes, teachers worked with such digital tools as MentiMeter, Plickers, Kahoot, Poll Everywhere. The results of the survey showed the relevance of the course and the need for its implementation in postgraduate pedagogical education for teachers who will teach at the New Ukrainian School.
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Copyright (c) 2022 Irina Y. Zhorova, Olena V. Kokhanovska, Olha M. Khudenko, Nataliia V. Osypova, Olena H. Kuzminska
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