Abstract:

The aim of the study is the development and approbation of the didactic model of the formation of competency of future teachers in the use of modern methods and technologies of diagnostics (monitoring and evaluation) of the results of mastering the educational programme by schoolchildren.

The article deals with the analysis of scientific, normative and pedagogical literature; the experience of school teachers in the aspect of diagnosing learning outcomes; the survey of faculty members including students, future bachelors of education. On the basis of this, the structure of the model was determined and the elements of the competency for the implementation of diagnostics of schoolchildren’s learning outcomes were highlighted. The motivational component of the model includes a set of persistent motives for the use of modern methods of diagnosing learning outcomes in modern pedagogical activities in order to implement an effective learning process and personal development of students; the pursuit of professional self-development and self-improvement. The cognitive component is the mastery of knowledge about the essence of modern methods, types, forms of diagnosing achievements and the ways of fixing the dynamics of students’ achievements. The activity component implies the ability to highlight the criteria for evaluating educational achievements and create conditions for students to reflect on their work results; mastering modern methods of diagnosing, evaluating achievements and the ways of fixing the dynamics of students’ achievements. The creative component reflects the creative approach to the development and application of diagnostic material for developing the potential of students. The disclosed indicators of the formation of the competency model its formation. The experimental work was carried out on the basis of Stavropol State Pedagogical Institute, Sholom-Aleichem Priamursky State University, Pacific National University, Ekaterinburg Academy of Contemporary Art and Orenburg State University. The study involved 203 students and 26 teachers. In order to diagnose the level of competence formation, the students were supervised in the classroom and during their teaching practice. The students also completed tests and solved practical tasks. The diagnostic cards were filled in by students and their teachers. According to the results, the three levels of the competency formation were identified and described as a threshold (the mandatory minimum for all students upon completion of training); increased (exceeding the minimum required for all students); advanced (maximum expressiveness of the characteristics of the components of competence).

The feature of the developed model is a multidisciplinary study of diagnosing learning outcomes using active and interactive learning technologies, formative evaluation, as well as preparing for the implementation of a comprehensive assessment of educational achievements and diagnostic activities based on criteria-based assessment, a control-evaluation activity of students, reflection. The approbation of the developed model has shown its effectiveness due to the successful formation of the competency in the implementation of diagnostics of schoolchildren’s learning outcomes with future bachelors of education. The results obtain the confirmation: the threshold level decreased from 56.2% to 21.2%; the increased level increased from 38.4% to 40.9%; the advanced level increased from 5.4% to 37.9%.

Keywords:

Bachelor of education, teacher, professional competency, diagnosis of learning outcomes, assessment.