The dissertation outlines the historiography of the problem, the source base. For the first time in the pedagogical science the study of the integrity of the exam as a pedagogical phenomenon was carried out. The author's periodization of the development of content and forms of control, examinations in Ukrainian schools depending on the historical context has been substantiated. The period is imperial (the end of the
XVIII century – the beginning of the twentieth century (until 1917), the second period – the Soviet (the beginning of the twentieth century. – the end of the twentieth century (until 1991) (stage I: the beginning of the twentieth century – the first half of the twentieth century (1917–1949 biennium), the second stage: the second half of the twentieth century (1950–1960 biennium), ІІІ the stage – the end of the twentieth century (1970–1980-ies), the third period – modern (from 1991 to 2017). The exploration of exam in certain periods helped to identify the integrity of the examination process: from tial phenomena ‒ to a specific (generally examination process – identification of a single student learning), from simple to complex (on school system exams to the national system of examinations).
With the help of a complex of general scientific and specific scientific methods (analysis, synthesis, abstraction, comparison, generalization, historical-structural, constructive-genetic, comparative-comparative, historical-system, problem-thematic and chronological), the content, types, forms, organizational-methodical and technological features of examinations and preparation of teachers for their holding at various stages of the history of the development of Ukrainian schools. There are facts about exams that extend the perceptions of their subjects: the organizers of the educational process, students – participants in the examination process, examiners, inspectors, tutors, representatives of the region, public organizations, the Ministry of Public Education in the imperial and Soviet periods, as well as representatives Ministry of Education and Science of Ukraine, Ukrainian and regional centers for the assessment of the quality of education, testing points and their staff, students – graduates of primary, basic and senior schools, communities observers and other in the modern period; about organizational-pedagogical and normative-legal support of examinations in schools on the territory of Ukraine from the lawful start-up (first half of the nineteenth century) – to the present (the beginning of the XXI century); on the technology of conducting examinations in periods determined by the author; about innovations and prospects of the development of the examination process in modern institutions of Ukraine in the context of the implementation of the Concept "New Ukrainian School" and new state standards.
The key concepts of the study «exam / examination», «pedagogical phenomenon», «educational process», «state final certification», «external independent assessment», etc., have been clarified, the own definition of the concept «exam» is derived. This is a pedagogical phenomenon that is implemented in the form of a final control over the level of student learning and may undergo changes depending on the purpose and objectives of the educational process.
It was established that the process of development of the domestic school in the imperial and Soviet periods was steady, the development and examination process took on. In the pedagogical practice of the modern period new technologies and new methods of organization and conducting of examinations appeared - state final certification, external independent assessment, educational measurements, independent examination.
It has been determined that exams, which take place in the form of external independent evaluation in recent years, have become an integral part of the educational system, an effective instrument of pedagogical measurements, a source of important information necessary for the organization and modernization of various educational processes of the modern Ukrainian school. Since 2015, exams in the form of external independent evaluation from the organization and conducting competitive selection for studying at higher education institutions have passed to the state final certification of graduates of high school, and from 2017–2018 ‒ students of institutions of vocational education and institutions of higher education who wish to receive a complete general education.
Scientific and methodological recommendations are submitted on the basis of retrospective examinations and author's suggestions for improving educational measurement in the future, namely: to continue the state final attestation in the form of external independent assessment in order to provide graduates with equal conditions in obtaining complete comprehensive secondary education, and external independent assessment - for ensuring equality in higher education; to develop educational mea
