Conditions for implementing the concept of pedagogical assessment of students’ self-determination
DOI:
https://doi.org/10.33910/2687-0223-2025-7-3-189-195Keywords:
pedagogical assessment, formative assessment, joint pedagogical assessment, student self-determination, bi-paradigm approachAbstract
This article presents the results of the third and final year of research aimed at identifying the optimal conditions for implementing the concept of pedagogical assessment of students’ self-determination in the educational process of a pedagogical university, as described in the Doctor of Sciences dissertation Pedagogical Assessment of Students’ Self-Determination in the Work of a Secondary School Teacher. The primary research methods included theoretical analysis, classification, retrospective analysis, and the method of reflective essays. The experiment was conducted over the past three years among undergraduate students at the Institute of Pedagogy of Herzen University. The article identifies three groups of conditions necessary for implementing the concept in the university educational process and provides their content.
The first group comprises the following psychological–pedagogical conditions aimed at developing students’ personal qualities: students’ focus on a helping style in the teacher’s activities, inclusion of students’ self-assessment and reflection on their own experiences, and incorporation of an intuitive component in the study of the discipline. The second group comprises the following organizational–pedagogical conditions aimed at managing the educational process: the mandatory combination of theory and practice in the study of the discipline, the research nature of the concept’s study, and the availability of digital methodological support. The third group comprises the following didactic conditions aimed at selecting methods, content, and forms: mastery of the full range of assessment tools by students, the collaborative nature of pedagogical activity, and the integrative, task-based approach.
Future research may focus on determining the conditions necessary for implementing this concept in the university educational process at the master’s level.
References
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