Philosophy of evaluation of educational achievements of pupils in the context of competence approach

Abstract

The article analyzes the shortcomings of the traditional system of evaluation. It has been outlined essence of the modern philosophy of evaluation of the academic achievements of students of general secondary education in the context of the competence approach. Evaluation is seen as an important process that contributes to the individualization of the educational process, increasing learning motivation and independence of students, the development of their individual abilities. The purpose of evaluating the educational achievements of students is determined. The necessity of using formative evaluation at any level of education is substantiated.  Since in the State Standard of Primary Education and in the State Standard of Basic Secondary Education it is stated that the measurement of educational achievements of students takes place through formative and final evaluation. The essence of different types of evaluation and methods of their implementation are outlined. It is emphasized that the evaluation system is impossible without informing students about the evaluation criteria and understanding how and for what they are assessed. It has been proved that criteria contribute to the objectification of evaluation. This shows that evaluation with using carefully developed criteria makes this process transparent and understandable to all learners.