Criterial assessing the educational achievements of schoolchildren in the conditions of updated content of education.

The concept of assessment is widespread in various spheres of human activity. Regardless of various circumstances, all human activities are assessed both by himself and by the people around him. Evaluation is at the heart of the process of conscious self-regulation of each person. In connection with the changes in the “education for life” paradigm, a person who has the skills to assess his own activity clearly sees the results of this activity, knows how to analyze, correct it - achieves great results, and is a successful person. Therefore, laying the foundation for assessment skills must be laid even at the stage of school activity.

The article highlights the issues of criteria-based assessment of the system of knowledge, skills, and abilities of a modern schoolchild in the context of updating the content of education. New assessment requirements suggest that if previously the school was traditionally tasked with giving the student a certain amount of knowledge, skills and abilities, now the goal of education is the development of a functionally literate person who is able to master the flows of new information and new activities, who is able to learn and communicate, solve emerging problems and, as a result, be successful. From this point of view, the work substantiates the need to use a system of criteria-based assessment of educational achievements of students as the most important integrating factor of the educational space, as the main means of diagnosing and correcting problem situations and providing feedback in learning, as an embodiment of the fundamental principles of education.

The paper considers the theoretical foundations of using the criteria-based assessment system in the context of the updated content of education, defines the concepts of formative and summative assessment, describes the system of work on the use of criteria-based assessment techniques in Russian language lessons in elementary school, diagnoses the level of development of cognitive activity and cognitive independence of younger students, presents the results of an experimental study on the implementation of the developed system in the educational process.

All in all, the authors came to the conclusion that the system of criteria-based assessment is the main part of measuring achievements and diagnosing learning problems in the context of the updated content of education acquiring special significance, allowing to determine the quality of education, its compliance with the world standard, to make fundamental decisions on the strategy and tactics of learning. to improve both the content of education and the forms of assessing the expected results of education.

Key words: criteria-based assessment, formative and summative assessment, updated content of education, conscious self-regulation, functional literacy, cognitive activity, cognitive independence, learning experiment.