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SOURCE:   Pedagogy. Theory & Practice. Tambov: Gramota, 2020. № 2. P. 142-147.
SCIENTIFIC AREA: Pedagogical Sciences
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https://doi.org/10.30853/pedagogy.2020.2.2

Criteria-Based Assessment of Higher School Students’ Educational Achievements

Zemlyanskaya Elena Nikolaevna
Moscow Pedagogical State University


Submitted: 06.03.2020.
Abstract. The article aims to reveal psychological and pedagogical foundations of formative criteria-based assessment in higher education. Relying on the analysis of modernization trends at higher school, the paper reveals prerequisites for introducing a new procedure for assessing educational results - criteria-based assessment. Psychological and pedagogical meaning of criteria-based assessment as a student-centred technology is identified. The difficulties arising in the process of introducing criteria-based assessment in higher education are described. Results of an experiment on introducing formative criteria-based assessment are presented. Methodology of criteria-based assessment is proposed. Scientific originality of the study involves classification and description of integrated characteristics of formative criteria-based assessment (purpose, participants, results, content and requirements). The conclusion is made about the necessity to introduce a special multi-stage, multi-format collective assessment procedure.
Key words and phrases: оценивание, критериальное оценивание, суммативное оценивание, формативное оценивание, педагогическое образование, модернизация высшего образования, компетентностно-деятельностный подход, assessment, criteria-based assessment, summative assessment, formative assessment, pedagogical education, modernization of higher education, competence-based and activity-based approach.
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