Grass Tatiana Petrovna
Доктор педагогических наук, Dr. Sci. (Pedag.), Assoc. Prof., Prof. of the Department № 17 «Economics», St. Petersburg University of Civil Aviation, tpgrass@mail.ru, St. Petersburg
Petrishchev Vladimir Innokentievich
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Prof. of the Department № 7 «Language training», St. Petersburg University of Civil Aviation, vpetrichtchev@hotmail.com, St. Petersburg
Krasheninnikova Anastasia
Senior teacher of the English Philology Department, Krasnoyarsk State Pedagogical University named after V.P. Astafiev, atansy2@mail.ru, Krasnoyarsk

Assessment System of Senior High School Students’ Educational Results in the Process of Economic Culture Formation in the Digital Economy (Based on the Material of Russia and Canda)

The article provides a comparative analysis of the system for assessing educational results in the process of economic culture formation in the digital economy in Russia and Canada. The authors emphasize that the governments of Resume: The article provides a comparative analysis of the system for assessing educational results in the process of forming an economic culture in Russia and Canada. The authors emphasize that the governments of Russia and Canada, realizing the importance of economic training for high school students, are increasing the requirements for the level and quality of training school graduates, implementing a set of measures aimed at developing a system for assessing educational results, as a key component of any educational system, since the issues of high-quality assessment of results are socially -economic training is a common and demanded task in Russian and Canadian schools. It is emphasized that the existing assessment system was formed within the framework of the traditional knowledge paradigm of education and does not reflect the results of the assimilation of knowledge that a graduate should possess, reducing the opportunities for the development of his initiative and independence in educational activities Such an approach to assessment cannot fulfill the task of preparing a graduate who is able to act effectively in various socio-practical and economic contexts and situations, and therefore does not ensure his compliance with the requirements of society and the modern labor market, which is being replaced by the reality that today is increasingly characterized by the abbreviation VUCA (instability, uncertainty, complexity, ambiguity). The purpose of the article is to identify the features of the system for assessing the educational results of high school students in the process of economic culture formation in the digital economy in Russia and Canada. The methodology is a set of initial theoretical justifications: the key provisions of culturological, competence-based and criterion-level approaches to describe the nature and types of students’ assessment activities.
socio-economic training, high school students, assessment system, economic culture, competence-based approach to teaching, assessment methods, digital economy

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