Theoretical Foundations for Creating a System of Independent Assessment of the Educational Results of Future Teachers

The research focuses on the problem of developing conceptual frameworks for carrying out the procedure for evaluating educational results, the relevance of which is due to the need to develop uniform requirements for assessing the quality of student training and obtaining objective information about the comprehensive assessment of student training in the educational process and the degree of mastering by students of the main professional educational program in pedagogical profiles preparation. The theoretical and methodological basis for creating such a system is systemic, activity-based, competence-based, criteria-based, and level-based approaches that make it possible to define and reveal the essence and describe the key components of such a system, including goals, assessment objects, assessment tools, assessment procedures, and levels of achievement. Based on the identified approaches, the need to consider three types of student activities (i.e., educational, practice-oriented, and professionally oriented activities) is substantiated. The results of this assessment make it possible to describe their components in the form of measurable actions and assess the degree of achievement of results. The authors identified difficulties associated with the assessment of competencies and substantiated the transition to the use of the concept of educational results. Research reveals the essence of such concepts as educational results and a three-component form of presentation of the evaluation tool.