METHODOLOGICAL FEATURES OF EVALUATION OF COMPONENTS OF STUDENTS’ HISTORICAL COMPETENCE (BASED ON THE RESULTS OF TEACHERS’ SURVEY)

Abstract

Based on the results of a teachers’ survey methodological features ofevaluation of students’ historical competence have been elucidated in the article. The study reveals teachers’ willingness to the evaluation of the components of historical competence. It has been clarified in which class and for what period during the school year it is relevant to assess components of historical competence. In addition, the optimal set of testing tasks has been determined by which a teacher can assess the level of formation of components of historical competence in the classroom. Traditionally, the tasks of school education were determined by a set of knowledge and skills that a school-leaver had to master. Nowadays, this approach is insufficient, society needs graduates who subsequently will be able to think logically, be creative, i.e. possess the necessary competencies in order to be able to solve further life and professional problems. Strengthening the role of the personal factor in learning led to the rethinking not only of educational contents but of technologies of monitoring and evaluationof students’ achievements. Teacher’s control and evaluation activity now is beingtransformed from object-oriented outcomes of mastering the contents into action-oriented ones. An experiment has been conducted during the study of the problem of testing technologies of the assessment of students’ historical competence components. Its goal is to identify the state of solving the subtopic of the study basing on teaching experience. For the teacher to evaluate the components of historical competence of students based on learning outcomes, it is necessary to have clear knowledge ofthe components of historical competence, which he/she forms in the classroom according to the program and the contents of the course book. Due to testing tasks, according to teachers’ opinions, it is possible to assess all the components of historical competence. Testing as a tool of pedagogical evaluation is being used by 90 percent of the teachers of history.