Diagnostics of The Use of Formative Assessment in The Development of Meta-Subject Results of Primary School Children
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Anahtar Kelimeler:
meta-subject, meta-subject result, universal learning activities, diagnostics, formative assessment.Özet
This article presents theoretical and empirical studies of the use of formative assessment for the development of meta-subject learning outcomes of primary school children. The essence of meta-subject learning is described, including the word ―meta‖, which is the content and the first component of the concept of ―meta-subject‖. The nature of universal educational actions in the development of meta-subject results is explained. The arguments of the philosophy of assessment such as education and training, dimension, conformity, and orientation to the concept of ―assessment‖ are analyzed.
In the empirical section, the work on the diagnosis of the use of formative assessment in the development of the results of meta-subjects for students of the 3rd grade included three stages. In diagnostics, both questionnaires and split tasks were carried out according to the method of M.A. Pinskaya. For respondents of the experimental and control groups, at the first stage of the diagnosis, students completed a questionnaire ―Self-diagnosis‖ in the subjects ―Kazakh language‖, ―Adebiettik oku‖ of the 3rd grade; the results are analyzed. At the second stage of diagnosis, the work ―Task of the first segment‖ is organized, and at the third stage of diagnostic work, ―Task of the second segment‖ includes its statistical tests. After diagnostic work on the use of a formative assessment of the development of meta-subject results of younger schoolchildren, scientific and methodological recommendations were given.
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