Self-assessment of learning results by future teachers of primary school

V. Starosta
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Abstract

The article describes the peculiarities of self-assessment by students of their own learning results; highlights the state and some areas of use of self-assessment in the process of preparing future teachers of primary school. The self-assessment of learning results is regarded by researchers as a manifestation of a person’s attitude toward himself, an element of critical self-knowledge, an important regulator of behavior, a means for self-improvement of the student’s personality, and others like that. The student acts as the subject of control activities (internal control) in the process of self-control, in particular: independently plans it, implements, verifies and evaluates its learning outcomes. Formation of the ability to self-assess the learning results of future primary school teachers becomes a means and goal during their professional training so that they can further use the experience gained to self-assess the activities of junior pupils. Self-assessment of own learning results is important for the development of the student’s personality, forms the ability to critically and adequately assess their own educational achievements, as well as readiness for pedagogical activity. The results of empirical research show that most of the university’s teachers use oral and written control methods, and in forms – frontal and individual examination. Selfcontrol and self-assessment have not been so widespread in higher education. Students used formation portfolio (content analysis of concepts, formation of methodological apparatus of research, fixation of research results and their processing, mathematical calculations of results, multimedia presentation of the results of an individual study and research task) during independent work, as well as methods of interactive learning during practical training (discussion, heuristic conversation, brainstorming, etc.) for development self-assessment of their own learning results. The article is prezented that most students positively evaluate their own ability to self-control learning results, they have high and middle level reflexivity.
小学未来教师学习成果的自我评价
文章阐述了学生对自己学习成绩进行自我评价的特点;重点介绍了自我评价在小学未来教师培养过程中的现状和一些应用领域。学习结果的自我评价被研究者认为是一个人对自己态度的体现,是批判性自我认识的一个要素,是行为的重要调节因素,是学生个性自我完善的一种手段,等等。学生在自我控制过程中作为控制活动(内部控制)的主体,独立策划、实施、验证和评价其学习成果。培养未来小学教师自我评价学习成果的能力,成为他们在专业培训过程中的手段和目标,使他们能够进一步利用所获得的经验对初中生的活动进行自我评价。对自己学习结果的自我评估对于学生个性的发展、批判性和充分评估自己的教育成就的能力以及为教学活动做好准备是很重要的。实证研究结果表明,大多数高校教师采用口头和书面控制方式,并以正面考试和个别考试的形式进行控制。自我控制和自我评估在高等教育中还没有如此普遍。学生在独立学习过程中使用形成组合(概念的内容分析、研究方法装置的形成、研究结果的固定及其处理、结果的数学计算、个人学习和研究任务结果的多媒体呈现),在实践训练中使用互动学习方法(讨论、启发式对话、头脑风暴等)对自己的学习结果进行自我评估。结果表明,大多数学生对自我控制学习能力的评价是积极的,他们具有中高水平的反身性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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