According to the results of the study, the problem of the need for professional training of future primary school teachers for the criteria-based assessment system was revealed. This study presents the results of empirical studies and the features of the transition to a new criteria-based assessment system for Kazakhstan.
The problem of assessment activity is one of the most urgent problems both in pedagogical theory and in pedagogical practice. In connection with the modernization of Kazakhstan’s education, significant changes are occurring in the control and assessment activities of Kazakhstan schools, its goals, content, and technologies are changing. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new vision of the methods and technologies of the system for evaluating educational achievements.
This study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. Institute of Pedagogy and Psychology, Department of Pedagogy and Methods of primary education, KazNPU named after Abai, Dostyk аve., Almaty, Kazakhstanįaculty of law, Department of Philosophy and political science, Taraz State University named after M.Kh.Dulati, Taraz, KazakhstanĬriteria-based assessment, control and assessment activities, vocational training, pedagogical education Abstract
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