Pedagogical sciences / 2. Problems of training specialists
S. A. Kurtas
Communal
establishment of Sumy regional institute of postgraduate pedagogical education, Ukraine
HISTORICAL PERIODIZATION OF GENESIS OF THE EVALUATION OF
EDUCATIONAL ACHIEVEMENTS
The
analysis of historic-philosophical and scientific-pedagogical sources on an
evaluated perspective testifies that scientists consider the concept
"evaluation" generally in different measurements, without rendering
to its development of an appropriate historical periodization. Studying of
scientific researches of a number of native and Russian scientists (S. Kalaur,
G. Lysak, L. Oderiya, T. Otroshko, V. Polonsky, M. Seleznyov, A. Sitnikov, D.
of examples, etc.) by definition of historical stages of development of
evaluation and evaluated activity allowed allocating the following:
-
the V century Â.Ñ. – middle of the XX century: to the middle of the XIX
century evaluation was connected with human wisdom and considered as value from
an axiology position;
-
60-70 years XX century – the
end of the XX century: in the second half of the XX century evaluation is
defined as a concrete kind of activity and the concept of evaluated activity is
introduced;
-
the end of the XX century –
the beginning of the XX century: at the beginning of the XX century, in the
conditions of development of systems of an assessment of quality of education
and within Bologna Process, evaluated activity is transformed to evaluated
competence of the personality.
Taking
into account national specifics and research of native scientific, pedagogical
and historical base of sources allowed to carry to historical stages of
formation and development of the concept "evaluation" of Ukraine the
following:
-
the I stage: from antiquity to
of the XVI century (from emergence in the VII century in the Crimea and
Northern Black Sea Coast the first Greek city-states (as carriers of writing
and philosophical and pedagogical doctrines) before emergence in the II the
second of the XVI century – and half of the XVII century in the territory of
Ukraine the first educational institutions – schools, brotherhoods, collegium,
academies);
-
II stage: from the II half
of the XVII century to revolutions 1917 (the existence of systems of evaluation
of educational achievements in the Kiev spiritual academy, Kyiv-Mohyla Academy,
Brotherly schools, the Moscow university; evaluated views of P. Galagan, V. Stoyunin, L. Tolstoy, Ê. Ushinsky, etc.);
-
III stage: from revolutions
of 1917. Before declaration of independence of Ukraine (evaluated innovations
of the government of the Soviet Union from 1918 to 1991; evaluated views of Sh. Amonashvili, H. Veka, L. Zankova, V. Okonya, E. Perovsky, V. Sukhomlinsky, V. Riesz, S. Runovsky, M. Skatkin, V. Shatalov etc.);
-
IV stage: from declaration
of independence of Ukraine to present days (contains features of development of
evaluated systems before Bologna (1991-2005) and after Bologna periods (2005 –
to the present)).
Agreeing
with theses of researchers that from antiquity till XIX century evaluation was
considered by scientists in the valuable plane, we will note: on the Ukrainian
lands a striking example and proof of this was writing "Vladimir
Monomakh's lecture to children" as adviser to parents for good upbringing
of children (a monument of literature of an era of Kievan Rus'). Besides, the
experience of knowledge control of existing at schools of Zaporizhzhya Sich, where
the authority of the teacher was supported by respect and the corresponding
evaluation of the Cossack public deserves attention. However with the advent of
the first Ukrainian higher educational institutions in the XVI-XVII centuries
(the Slavic-Greek-Latin Academy in the town of Ostrog, the Kiev-Mohyla Academy,
Lviv University) systems of a differentiation and the description of positive
and negative achievements of students of that time gained development, thus formalizing
evaluation in purposeful activity.
Research
of the genesis of approaches to an evaluation of children's knowledge during
the pre-revolutionary period allowed allocating views of a number of public
figures, famous in the territory of the Russian Empire. So, L. Tolstoy paid
attention to the fact that the evaluation wasn't an objective indicator of the
level of knowledge; that children with the different level intellectual
facilities, and therefore he offered the form of education in which scientific
laws and formulas were output independently by children, during heuristic
conversations. Ê. Ushinsky noted that
in practical and individual work with students the mastering of methods of evaluated
activity was actual. P. Galagan has
developed strategy of control and evaluation of children's knowledge for the
purpose of achievement of the maximum progress in study by cancellation of
carrying out examinations upon transition from a class to class and giving of
bigger value to examinations on a maturity, providing to priority of a method
of teaching and the offer to enter special rehearsals for improvement of
examination and material repetition, introduction of five-point system of an
evaluation and examination in all subjects which listened to within academic
year.
During
the post-revolutionary, Soviet period the systems of evaluation of children's
knowledge changed periodically: in 1918 the resolution on elimination of
examinations and mark evaluation was accepted, were introduced verbal
evaluations "well" and "unsatisfactorily"; during 1924-1926
introduction of tests for examination on political literacy, mathematics, etc.
was practiced; in 1926-1928 the 4-mark system of evaluation was applied
("bad", "satisfactory", "good",
"excellent") which facilitated mutual understandings between parents
and teachers; in 1935 the differentiated, 5-staged verbal evaluation of success
was restored ("very bad", "bad", "mediocre",
"good", "excellent"); in January, 1945 verbal system of
evaluation of educational achievements and behavior was replaced on digital 5-point
("1", "2", "3", "4", "5");
the analysis of scientific and pedagogical works and approaches to an
evaluation of many famous teachers of the Soviet era showed lack of unanimity
of views on this issue.
The
proclamation of independence of Ukraine in 1991 declared the beginning of a new
stage in formation of native evaluated approaches to progress of pupils and
students. This stage is characterized by ambiguity and change of an evaluated
paradigm that, in particular, is caused by existence of division into two
periods - before Bologna and after Bologna.
In Ukraine
the first attempts to systematize evaluated methodology and tools of before
Bologna period were carried out by L. Odery ("An evaluation in the international education system: the
methodology and tools" (1995)) who tried to define the guidelines in the
sphere of the international education to characterize the process of evaluation
of knowledge on the basis of system approach, to analyze features of a number
of national educational systems of member countries of the Organization for
Economic Cooperation and Development. However, in general chronological limits
of before Bologna period in Ukraine can be considered 1991-2005 years, which
were characterized for evaluation of students' progress, in particular, by such
events: 1) till 1993 in educational in educational system of Ukraine for
evaluation of educational achievements the Post-Soviet five-point scale was
working; 2) from 1993 to 2000 there was a 4-mark scale of knowledge evaluation
created as a result of narrowing the range: "5" - full possession of
knowledge; "4" - possession of sufficient knowledge; "3" -
insufficient possession of knowledge; "2" - has no knowledge. The
mark "1" in the evaluation of educational achievements wasn't used,
having entrusted it disciplinary, retaliatory function; 3) from 2000 according
to the Order of MES from 04.09.2000 ¹ 329 "On the introduction of a
12-point scale evaluation of educational achievements of students in the
general secondary education", all secondary schools have been transferred
into a 12-point rating system.
In
Ukraine after the Bologna period the understanding of an essence and history of
this process has to precede disclosure of features of formation of evaluated
systems. In particular, we will note, that its beginning it is expedient to
consider creation in 1957 of the integration union of 12 European countries and
signing in Rome (Italy) of the relevant contract. Studying by Ukraine
strategies and practical actions of activity of the participants of Bologna
Process took place through the analysis of above-mentioned provisions of
conventions and declarations, as well as measures which preceded its accession
during 2000-2005, namely: a seminar on
Bachelor degrees (Helsinki, Finland, 2001), the appeal of association of
European universities to Ministers of Education on formation of the European
space of the higher education (Salamanca, Spain, 2001), the communique of the
summit "On the way to the European space of the higher education"
(Prague, Czech Republic, 2001) communique of conference the "Formation of
the European Space of the Higher School" (Berlin, Germany, 2003). Besides,
we will notice that except the analysis of foreign activities, on the basis of
the Ukrainian higher educational institutions there were corresponding
discussions and evidence of Ukraine's preparation to join the Bologna has been
a number of decisions, decrees, orders and letters received by officials during
the 2003-2004.
In May,
2005 during the summit "The European space of the higher education -
achievement of the goals" (Bergen, Norway), Ukraine together with Moldova,
Armenia, Georgia and Azerbaijan joined Bologna Process. This step obliged them
to direct efforts to realization of a number of the declared principles,
namely: introduction of two cycles of training (bachelor-master); introduction
of credit system for the accounting of study of students during life; education
quality control; expansion of teachers and students mobility; further
employment; ensuring appeal of the European education to graduates from the
different countries of the world; research work as basis of the higher
education.
Thus,
with accession of Ukraine to Bologna Process (2005), we allocate the final
stage of development of native approaches to the evaluation of pupils' and
students' educational achievements and we characterize it as after the Bologna
period. As for development of evaluation during this period, we will note
emergence of a number of the modern, responsible system of ECTS, evaluated
methods and technologies the use of which is objectively promoted to the growth
as qualities of the higher education of Ukraine, and professionalism of
pedagogical workers. Chronologically emergence of these methods and
technologies can be presented in the following sequence:
-
2003-2014 - At the level of pedagogical experiment in educational
process of native higher educational institutions were implemented the European
credit transfer and accumulative system (ECTS);
-
2004-2008 - Testing and implementation of test technologies independent
external evaluation of educational achievements of graduates of secondary
education who wish to enter into higher education institutions;
-
2004-2014 - Implementation of the program Intel® "Training for the
Future" and "The Latest Informational Technologies" by the
Ministry of Education and Science for the purpose of retraining of pedagogical
shots, improving their qualification.
Thus,
the periodization, given by us, of stages formation of evaluation of pupils'
and students' educational achievements in Ukraine testifies to existence of
long tradition of imitation of evaluated abilities, however in the conditions
of entry into Bologna Process demands their high-quality transformation in
evaluated competence.
References:
1.
History of pedagogics and
education. From origin of education in primitive society until the end of the
XX century: The manual for pedagogical educational institutions / Under the
general edition of the academician A.I. Piskunov. – the 3rd edition, is corrected and added. – M.: TC Sfera,
2006. – Page 335-337.
2.
Kurtas S.A. The formation
of evaluated competence of future teacher in the course of master preparation:
synopsis of dis. ... Cand. ped. sciences: 13.00.04 / Sergey Anatolyevich Kurtas.
– Chernigov: The Chernigov national pedagogical university of T. Shevchenko, 2014. – 20 pages.
3.
Modernization of the higher education of Ukraine and Bologna Process:
[Tasks, principles and stages of formation of the European space. Scale of an
evaluation of achievements of the student. Cooperation of MES of Ukraine with
the EU] / M.F. Stepko, Ya. Bolyubash, K.M. Levkovsky, Yu.V. Sukharnikov // Formation of
Ukraine. – 2004. – August 10. – Page 7-11.