Formation of professional competences of the future teacher for evaluating students’ personal achievements

The article is devoted to the problem of the formation of professional competencies of a future teacher in assessing personal achievements of students. The authors of the article reveal the content aspects of preparing a future teacher to evaluate students' personal achievements in the context of a competence-based approach. The directions in the preparation of the future teacher for the assessment of students' personal achievements are highlighted, such as: cognitive direction, providing future teachers with special knowledge about the variety of forms and methods of assessing students' personal achievements, the specifics of their application in the educational process, value-motivational direction, forming future teachers' positive motives and values in relation to the process of evaluating students' personal achievements, evaluative and effective direction, forming the practical skills of future teachers in assessing students' personal achievements. The substantiation of the system of assessment of students’ personal achievements is proposed, which should be built taking into account such principles as complexity, content, certainty, openness, objectivity, diagnostics, technology. Assessment methods such as observation, interviews, questionnaires, testing, knowledge of active-game diagnostic techniques and technologies, projective diagnostic techniques and technologies are considered. The advantages of using portfolio technology in solving the problem of the formation of professional competencies of a future teacher in assessing students’ personal achievements are revealed. The use of the portfolio is considered not only as a means of stimulating the motivation of a future teacher to study and the development of reflexive and evaluative skills of future specialists, but also as an optimal technology for the formation of professional competencies of a future teacher to evaluate students' personal achievements, such as the ability to manage students' educational and cognitive activities, the ability to analyze students' academic and personal achievements, the ability to identify gaps in students' knowledge and skills, the ability to inform about students' personal achievements, the ability to apply the classification of assessment methods to measure students' personal achievements and others.