Open AccessComprehensive content of formative evaluation
Author(s) -
Tat'yana V. Chetvertnykh
Publication year - 2019
Publication title -
vestnik kostromskogo gosudarstvennogo universiteta imeni n.a. nekrasova. seriâ: pedagogika, psihologiâ, socialʹnaâ rabota, ûvenologiâ, sociokinetika
Language(s) - English
Resource type - Journals
ISSN - 2073-1426
DOI - 10.34216/2073-1426-2019-25-2-21-25
Subject(s) - formative assessment , content (measure theory) , restructuring , process (computing) , content analysis , component (thermodynamics) , orientation (vector space) , computer science , pedagogy , sociology , political science , social science , law , mathematical analysis , physics , geometry , mathematics , thermodynamics , operating system
The article deals with the issue of formative evaluation, its comprehensive orientation and place in the structure of the content of education. The author draws attention to the need for restructuring the system of educational content in accordance with the changes of the Standard: the requirements for personal and comprehensive results of education, a system-activity approach. The article identifies some deficiencies in the content of education. The author formulates conclusions on the content of the concepts "metasubject" and "comprehensive component of the content of education" based on the analysis of modern concepts of educational content. In the course of a preliminary content analysis of modern scientists' research on formative evaluation, as well as summarising the methods of applying formative evaluation in the learning process, the author identifies the essential characteristics of formative evaluation and proves that they are comparable with metacompetences and they are of metadisciplinary orientation. The author substantiates the idea that formative evaluation is a component of educational content by presenting its didactic model.