DOI: 
http://dx.doi.org/10.15293/1813-4718.2605.09
UDC: 
378.1
Netsenko Olga Viktorovna
Кандидат исторических наук, Associate Professor at Chair of Social Pedagogics, Voronezh State Pedagogical University, onecenko@yandex.ru, Voronezh

Traditional and Innovative Forms of Assessment in Teacher Education: the Views of Contemporary Authors

Abstract: 
The relevance of the work is due to the need for a deeper understanding by the participants in the educational process of the essence, functions, and characteristics of various forms of control as components of the professional competencies of future teachers. The aim of the article is to provide the scientific and pedagogical community with the results of an analysis of the views of contemporary researchers and practitioners on traditional and innovative forms of control in higher pedagogical education, their content, functions, and specific features of organization. The methodological foundations for studying this problem are the axiological, activitybased, and competencebased approaches, which together involve considering forms of control through the lens of the value foundations of pedagogical activity and the student’s personality. The research methods included the analysis of scientific publications, a comparative assessment of control forms, and a description of the authors’ own work experience. Research results. The literature analysis showed that in higher pedagogical education, control forms are analyzed from the perspective of the competencybased approach in pedagogy. Researchers are most interested in such control forms as peer assessment, various formats for organizing exams, selfassessment, testing, and a demonstration exam. To address the shortcomings in the methodology for organizing assessment, it is proposed to use assessment forms that encourage future teachers to reflect on the valuebased foundations of pedagogical activity, to gain a holistic understanding of the subjects being studied, to engage in independent work, and to conduct selfassessment of their professional competencies. The conclusion notes that the priority for researchers and practitioners is studentcentered assessment forms: peer assessment, roundtable discussion, open exam, project defense, essay, portfolio, webquest, demonstration exam, discussion, etc.
Keywords: 
teacher education; forms of assessment; assessment tools; exam; open exam; demonstration exam; exam functions; assessment content
References: 

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