Abstract

Some scientists’ opinions concerning the problem of the use rating assessment system of the future specialists’ study achievements are analyzed in the article. The training of pedagogical personnel is an important condition for modernization of education. The transition to the level-system of higher education presupposes that the master’s degree courses (studies) will become a mass form of future university teachers’ training. The reform of the Ukrainian higher education, introduction of the provisions of the new Higher Education Act into the activity of state higher educational institutions significantly expands university autonomy, allows lecturers to determine the content, forms and methods of educational process, including pedagogical control, within the programmes of master training who (masters) are going to join the lecturers staff of higher educational institutions in the future. The article aims at revealing theoretical issues of rating assessment of future specialists’ academic achievements in modern institution of higher education and justifying the appropriateness of testing as well as complex (unit) testing as effective methods enabling the assessment of educational achievements of the future lecturers specialized in pedagogical disciplines, giving some practical advice on their elaboration and application. The author has analyzed the interpretation of the scientists’ concepts, as follows: «the module-rating system of training», «assessment», «rating system of assessment», «methods of assessment». Different approaches of scientists to the problem of rating evaluation of educational achievements introduced by master course students of different specialties (the use of both traditional and innovative methods of assessment: computer control methods, discussion of current research (reports-tests), comparison of pedagogical practice achievements (mini-discussion), testing methods, authentic assessment, etc.) have been analyzed. The appropriateness of testing (in the process of the current knowledge control), and unit tests containing tasks of different difficulty levels (in the process of periodic knowledge monitoring) as effective evaluation methods of educational achievements demonstrated by the future teachers of pedagogical disciplines while studying the discipline «Development of professional thinking of a university teacher». Some examples of the test (containing different types of assignments) and module control assignments (containing four types of test assignments which provide different difficulty levels) are given. Some practical advice on their elaboration and application (including a system of task evaluation) is represented. The prospect of further study of the problem we see in the development of guidelines on the use of portfolio in assessment system of educational achievements demonstrated by master students who major in Preschool education.

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