Rogova V. Control and Evaluation Activities of Teachers in Terms of Competence-Oriented Learning of Gimnasium Students

The dissertation is aimed at investigating the problem of teacher’s control and evaluation activities in terms of competence-oriented learning of gimnasium students. The state of elaboration of the problem investigated in the pedagogical theory is analyzed, the content and structure of control and evaluation activities as the integrated didactic phenomenon whose object is a systemic didactic process carried out under conditions of the competence-oriented gymnasium environment is defined. Identified and defined organizational and didactic conditions as a basis for modelling teacher training for effective implementation of control and evaluation activities in terms of competence-oriented learning of gimnasium students, namely: activation of internal motivation for effective implementation of control and evaluation activities as a factor of gimnasium teachers’ professional development. Criteria for assessing the levels of gimnasium teachers’ readiness for the effective performance of control and evaluation activities (motivational and value-oriented, cognitive-semantic, organizational-managerial, subject-activity and reflection-prognostic) are identified. Indicators for the formation of gymnasium teachers’ readiness to perform effectively control and evaluation activities comprise a set of formed competences (subject-matter (philological / natural / physical-mathematical / artistic etc.), project-based, digital, professional-communication, socio-cultural analytical, analytical-expert, managerial, reflective), whose mastery contributes to the quality of control and evaluation of student achievements. Assessment of the formation of gimnasium teachers’ readiness to perform control and evaluation activities takes place at four levels: high (creative and transformative), sufficient (partially research), average (productive), low (reproductive). On the basis of the quantitative analysis of the received results the indicators confirming the positive dynamics of forming gymnasium teachers’ readiness for the effective performance of control and evaluation activities are stated. Key words: control and evaluation activities, gymnasium teachers’ readiness for the effective performance of control and evaluation activities, functional-structural didactic model of teacher training for the effective performance of control and evaluation activities in terms of competence-oriented learning of gymnasium students.