Formative assessment of students' skills and competencies in the context of modern secondary education strategies

The article examines the processes and technologies for assessing the skills and competencies of secondary school students. Modern school assessment is an integral part of the learning process of students, which reflects the internal and external processes in the accessibility of the content of teaching school subjects and the level of skills and competencies of the individual on the basis of feedback. Traditionally, school assessment was based on quantitative indicators and errors of the applicant, rather than on qualitative measurements of competencies and skills. A new model of assessment, which is formative and provides an opportunity through pedagogical observation of the technology of individual student work, to determine effective learning outcomes in the form of achieved goals through group work or individually. After all, the outlined assessment can motivate and inspire the child to development, self-development and quality assimilation of subject program results. Evaluative pedagogical work should take into account the limits of adverse risks and their effects on the balance of the child's internal state, relationships with peers, psychological and emotional balance, blocking the child's brain for further learning, unbalanced relationship with the teacher. Research has shown that formative assessment significantly actualizes the interactive assessment of students' progress, which involves psychological and pedagogical tracking of personal development, judgements about effective educational process of skills, learning experience, competencies and quality of student development. The activity mission of a modern teacher is expanded by the urgency and public demand for understanding the importance for a particular feature of formative assessment procedure in the initial and subsequent stages of learning. Thus, we note that primary school children perceive the assessment for the task as self-assessment and requires special sensitive attention of the teacher. Benevolence and a positive attitude contribute to the desire of students to solve educational and life situations, develop skills and develop competencies for successful self-realization in life. Thus, pedagogical processes in assessing the skills and competencies of the individual aim to improve the quality of education, diagnose the educational process on the demands of learning, identify shortcomings and outline models of educational activities, promote a comfortable educational process and environment for student development in partnership with teachers.