Developing the experience of comprehensive pedagogical assessment in the digital environment of the university for students of future teachers

Abstract

The relevance of this article lies in the complex nature of pedagogical assessment, which corresponds to the modern processes of digital transformation of pedagogical education. The purpose of the study is to develop the experience of comprehensive pedagogical assessment of future teachers based on taking into account their accumulated experience of instrumental and expert activities and analyzing the quality of the implementation of evaluation functions in their own project of a digital educational resource. The article presents the methodology, recommendations and an experimental study of the development of the experience of integrated pedagogical assessment. The scientific novelty lies in the complex nature of assessment and is manifested in the development of the future teacher's experience in conducting an assessment adequate to the modern digital space, successful work in which is inextricably linked with expert activity, in radically changed requirements for any specialist with whom the future teacher will subsequently work, in the formed communication functions of the future teacher, in the mastery of project activities, and also in readiness to apply, to master and personally prepare relevant digital tools capable of providing operational assessment in a digital environment. As a result of the study, recommendations were developed on comprehensive pedagogical assessment, a step-by-step scheme for the development of assessment experience, situations and procedures leading to the improvement of the functions of a future teacher in the field of assessment, including in the field of training and quality control of educational resources. Accordingly, familiarization with the organization, progress and procedures of comprehensive assessment at the first stage is implemented on the basis of mastering and examining the proposed sequence of self-assessment and testing procedures, at the second stage on the basis of attracting future teachers to create means of evaluating and controlling the quality of communication activities of future teachers, at the third stage the assessment of created educational resources as a result of future project activities is implemented. teachers.