Abstract:

This article substantiates the role of assessment in professional and personal development of a specialist and explores the reasons behind inconsistency between pedagogical assessment and self-assessment of students. It describes results of studies of consistency between pedagogical assessment and self-assessment as a stimulus for students to develop professionally and personally (using psychology and pedagogy curriculum of a Russian higher education institution as an example). The sample included 185 students from Saint Petersburg State University, both looking to pursue a pedagogical career (92) and those not looking to pursue a career in pedagogy (93). It has been established that adequate self-assessment of future teachers is caused by, and to a greater extent contributes to, further personal development of the professional-to-be. Inflated self-assessment, especially in terms of completeness and consistency in apprehending didactic terminology is the basis for further targeted work towards increasing terminological literacy of a pedagogical student with a focus on dedicated professional development. Inflated assessment of own knowledge and level of comprehension of didactic terminology demonstrated by students of non-pedagogical lines of studies shows predominant focus on professional development and the strive to apprehend all types of knowledge within one's curriculum so as to receive quality education not only in fields of specialization, but also in general academic sense. This allows to conclude that adequate self-assessment in a specialized academic area makes future specialists focus on further individual personal development, while inflated self-assessment, regardless of specialization, makes them focus on professional development in dedicated fields.

Keywords:

Student, terminological competence, professional and personal development, pedagogical assessment, self-assessment.