DEVELOPING ASSESSMENT COMPETENCE IN PROSPECTIVE TEACHERS THROUGH THE INTEGRATION OF REFLECTIVE, COGNITIVE, OPERATIONAL AND DIAGNOSTIC COMPONENTS
Keywords:
assessment competence, assessment activity, pedagogical competence, pedagogical measurement, reflexive-motivational component, cognitive-evaluative component, constructive-operational component, diagnostic-correctional component, competency-based approach, formative assessment, validity, reliability, quality of education, pedagogical diagnostics, assessment technologies.Abstract
This thesis analyzes the pedagogical foundations for developing the assessment competence of prospective teachers. It highlights the importance of the systematic organization of assessment activities in the modern education system, the role of a teacher's professional competence in this process, and the significance of the assessment approach. Furthermore, the content of the reflective-motivational, cognitive-assessment, constructive-operational, and diagnostic-correctional components of assessment competence, along with their integration, is substantiated from a scientific-pedagogical perspective. The study reveals the significance of these components for the effective organization of assessment activities by prospective teachers, the accurate evaluation of learning outcomes, and the improvement of the educational process. The research findings indicate that developing assessment competence is a crucial factor in enhancing the professional training of teachers and ensuring educational quality.
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