ASSESSING LEARNING ACHIEVEMENT OF PRIMARY SCHOOL STUDENTS IN FOREIGN LANGUAGES ON THE CONTEXT OF COMPETENCE-BASED APPROACH

Abstract

The author of the article analyzed the essence and role of assessing learning achievement of primary school students in foreign languages according to the competence-based approach and in the context of the requirements of the New Ukrainian School. Implementation of competence-based approach is impossible without adequate changes both in the content of education and in the assessment of student academic achievement. The present system of student assessment has been formed for many years within the framework of the knowledge paradigm in education and therefore reflects the result of students’ acquisition of knowledge, rather than a process that does not fully meet the current requirements of competence-based approach. In particular, we are talking about the transition from the assessment of students’ achievement in knowledge, skills and habits to the assessment of forming their key competences and personal achievement. The author explains the modern meaning of the notion “assessment”. Considerable attention is paid to formative assessment of students, which is reflected in such regulatory documents as the State Standard of Primary Education, Typical Educational Programme for Secondary Education Institutions, etc. Separate technologies of formative assessment (such as self-assessment, mutual assessment, language portfolio) are identified and analyzed in this article; examples of their implementation in foreign language lessons are given. Particular attention is devoted to reflection, which is very importance in the process of mastering knowledge, especially by first-grade students. The general and specific expected learning and cognitive (competences) outcomes for primary school students and indicative parameters for their assessment are characterised. The author paid some attention to the Certificate of Achievements, proposed by the Ministry of Education and Science of Ukraine, in particular to the requirements for the outcomes of students’ final assessment in a foreign language.