Keyword: «evaluation»

The Successful implementation of management activities requires skills and ability to build relationships with the staff, to be able to convince and to have a motivating effect, this requires thorough preparation: identify the purpose of the dialogue, to examine the psychological characteristics of the opponent, his intellectual, moral and volitional character, to consider the tactics of behavior, and other major and minor factors. This article addresses one of the ways of implementation of management actions – assessment of staff loyalty, which serves as a measurement tool of any facility relevant to a particular organization in a given time.

In the article the concepts "valeology", "approach", "valeological approach", "reflection", "assessment", "health" are considered, examples of how to build a lesson with elements of valeology are presented. The directions of valeology and ways to organize a valeological approach to assessing the achievements of a junior schoolchildren are also examined.

This article is devoted to the evaluation of metasubject educational results in foreign language learning in general school. The definition of metasubject educational results is given here. Types of evaluation are represented in this article. The main accent is made on the summative evaluation. As an example, a fragment of diagnostic work in English for the 5th grade is given here.

The terminological apparatus reflecting the content of the stated research task is considered in the article. The concept of "Effect" and "Efficiency" is analyzed and a version of these terms interpretation is presented; the classification of efficiency types is considered; the main goals of the enterprise effective functioning are outlined; special attention is paid to the study of economic and social, as well as socio-economic efficiency; the basic concepts of efficiency (categories, principles, indicators) are investigated with detailed consideration of each; the author's definition of "enterprise efficiency" and " enterprise efficiency evaluation" is presented; the main tasks of the enterprise efficiency evaluation are underlined; the importance of enterprise efficiency evaluation for the enterprise and society is determined.

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.