Keyword: «assessment system»

The article reflects the main problems of modern assessment systems, considers the key concepts, mechanisms and methods of assessment that exist in the modern education system. Special attention is paid to the concepts of “criteria-based assessment”, “formative and ascertaining assessment”.

This scientific article devoted to the study of the system of assessing the knowledge and skills of students – future journalists – in the discipline "Stylistics and literary editing" is very relevant. The relevance of the work is due to the growing interest of employers in the selection of specialists in the field of journalism, who not only have a good command of basic knowledge in the field of language, but are also able to creatively write and edit texts. The task of a high school teacher is to form competences in this area and train a specialist who is able to easily write a text and creatively approach its editing. The problem faced by teachers of this discipline is due to the fact that modern students do not read much, and therefore they are reluctant to write texts and, as a result, often do not see mistakes made in their own works or in manuscripts proposed for editing. It is also extremely difficult to evaluate students' work, since the overall score (on a five-point scale) does not always clearly reflect true knowledge and skills, not to mention creative competences. Unfortunately, it is not an isolated situation when students refuse to write texts, despite the fact that they should do it with ease. The purpose of this study was to develop a system for assessing students' creative competences when teaching the stylistics of the Russian language. The main empirical method was observation during the pedagogical process, the statistical methods were registration and the rating method. The result of the article was not only an assessment system, but also a description of all rating levels. The practical significance of the study lies in the fact that the assessment tables can be used by teachers of language disciplines in the process of working with students of the specialty "Journalism". Also, based on the proposed formulations, it is possible to create rating systems for assessing the creative abilities of students when they write advertising texts and slogans, where creativity is the basis of the professionalism of the future specialist.

In this article, the technology of educational activity of cadets of a military university with the use of the differentiation method in practical classes using a multi-level system of tasks is considered. The terms, principles of differential learning and differential approach in teaching are introduced, the objectives of a multi-level system of tasks and the levels of students' assessment are described. They are also given and analyzed the results of an experiment in which first– and second-year cadets were trained to solve physical problems using a multi-level system. Based on these studies, it is concluded that a differentiated approach to learning forms a solid and systematic knowledge.