Keyword: «оценивание»

Assessment-qualimetric competences of the future teacher are the actual concept of pedagogy in modern conditions, since currently we witness a “modernization” of the assessment component of the teacher’s professional competence. This process is associated with such a phenomenon in modern education as scrutiny of the means of assessment, which performs the function of results quality measuring. Assessment activity is enriched with additional procedures using new assessment scales, evaluation criteria, assessment systems, tests, etc. This direction finds its rationale in pedagogical qualimetry, orienting the teacher in mastering qualimetric concepts and skills. From the modern point of view, the teacher should have the appropriate assessment-qualimetric competences, synthesizing knowledge and skills in the field of the theory of assessment activities and knowledge and skills in the field of pedagogical qualimetry. In general, we can speak about the expansion of the "assessment" concept content, which was a conventional concept of pedagogy until recently. The purpose of this research is to study the assessment activities, to examine the reasons for the emergence of pedagogical qualimetry and to ascertain its influence on the process of assessing students' achievements, to clarify the genesis of the “assessment-qualimetric competences of a future teacher” concept. On the basis of the analysis made, the author presents the characteristics of the assessment-qualimetric competences of the future teacher as a pedagogical concept. The presented characteristic of this concept allows you to see its composition and structure clearly. We used a comparative analysis of the qualimetric and assessment components of the assessment-qualimetric competences of the future teacher as a leading approach. The theoretical significance lies in the introduction of the author's concept of “assessment-qualimetric competences of the future teacher”, in the analysis of the teacher’s assessment activities and in determining the influence of pedagogical qualimetry on assessment in modern conditions. The practical significance of the work lies in the formation of assessment-qualimetric competences in future teachers in the process of professional training on the basis of the presented author's characteristics of this concept. The results of the study allow us to conclude that it is necessary to include assessment-qualimetric competences in the course of the future teachers’ professional training.