The Development of External Assessment in Ukrainian Education at Contemporary Stage
DOI:
https://doi.org/10.32405/2309-3935-2021-2(81)-88-93Keywords:
educational institutions, pupils, pedagogical staff, institutional functions’ separation, external independent assessment, certification, institutional auditAbstract
The peculiarities and prospects of the procedures for external assessment in education contemporary development including the External
Independent Assessment, teachers’ certification and institutional audit are explored in the article. It was indicated that, fundamental changes in
evaluation the graduates’ knowledge in the system of General Secondary Education occurred after the External Independent Assessment
implementation - the learning outcomes evaluation obtained by a person at a certain educational level, conducted by a specially authorized state
institution. The list of the countries, where the External Independent Assessment is implemented was introduced. The authors indicate, that the
External Independent Assessment is expected to expand to primary school graduates due to the introduction of subject-oriented studying in a
senior New Ukrainian School. The article shows that, the attestation has a positive impact on improving the quality of teachers’ professional
competence. The work also highlights the attestation drawbacks: the lack of clear criteria and indicators in the pedagogic activity results’
assessment, ignoring a corporate character of the pedagogic activity, opinions of parents, students, social institutes on the attestation process. It
is concluded that the most problematic for an external assessment practical implementation is the teachers’ certification, which in the near future
is proposed to be carried out exclusively on a voluntary basis with a simultaneous improvement of the teachers’ validation procedure.
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References
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