Development of evaluation and analytics teacher competences as a condition of compliance with the professional standard

Abstract

The article proves that the system of evaluating educational results of education seekers should be: open, clear, objective; motivating, aimed at encouraging students to try different models of achieving the result without the risk of receiving a negative grade for it; aimed at forming students' key competencies and confidence in their own strengths and abilities. It has been outlined the structure of the evaluative and analytical competence of teacher. In particular it has been proved that it includes three main components: knowledge, experience, value attitude.

 In view of this, the first component, knowledge, assumes that the teacher has thorough knowledge of assessment as an important process that contributes to the individualization of the educational process, increasing the educational motivation and independence of students, and the development of their individual abilities.

The second component, experience, involves the ability to implement formative assessment, which forms the student of education as a subject of social relations, and the educational process as maximally adapted to the individual characteristics, interests and needs of each child.

The third component, the value attitude to assessment activities, as well as motivation, are systematically and consistently embodied in the teacher's behavioral reactions, and therefore have a significant impact both on the education of students and on their development of important life assessment skills.

It has been emphasized that the distance learning format minimizes the methods of developing the evaluation and analytical competence of the teacher. However, for a modern teacher who wants to keep up with the times and be in trend, the idea of ​​continuous education helps to solve this problem.