MODERN APPROACHES TO ASSESSING THE ACADEMIC ACHIEVEMENTS OF THE YOUNG GENERATION IN THE PROCESS OF PHYSICAL EDUCATION

Abstract

Background and purpose of the study. The article highlights modern approaches to assessing the academic achievements of the younger generation in the process of physical education from the point of view of scientists. Solving these issues makes it possible not only to improve the system for assessing the academic achievements of young people in physical education, but also significantly increase their motivation to engage in physical activity. There is practically no ideal assessment system, and each of those used has strengths and weaknesses. Therefore, it is necessary not to look for ideal systems, but to plan those that have a large number of effective advantages. The purpose of the study is to analyze modern approaches to assessing the academic achievements of the younger generation in the process of physical education.Material and methods of the study. Research material: analysis and generalization of scientific literatureand program and regulatory documents on the organization of the educational process in educational institutions, foreign and domestic experience of modern approaches to assessing the academic achievements of young people in the process of physical education; research methods: analysis and generalization of data from scientific literature and the Internet. Results. Assessment becomes the main criterion in determining the quality of higher education, the adequacy of the level of programs and teaching methods and training in a subject or faculty as a whole. Assessment is carried out using internal and external procedures. The internal assessment process includes systematic collection of administrative information, surveys of students and graduates, informal conversations with teachers and students. A component of external assessmentis a visit to the faculty by a supervisory group to determine the quality of training and teaching. External reviewers are teachers or professionals who compile a final report based on communication with students and young scientists. Conclusions. The analysis of the assessment of students’ educational activities must be carried out in compliance with certain pedagogical requirements (principles): planning, systematicity, objectivity, openness, economy, thematicity, taking into account the individual capabilities of students, unity of requirements taking into account national standards for providing training in accordance with the qualification characteristics of specialties. Depending on the didactic goal different types of learning control are used: diagnostic, preventive, current, repeated, periodic, thematic, final.